McDonald's Digital Thoughts!! CURR 501: Beyond Pink and Blue: Gender Stereotyping

Beyond Pink and Blue

"Fourth Graders get fired up about Pottery Barn's gender stereotypes."

When I got pregnant with my second child, my husband and I decided to not find out the gender. When people would ask what I was having, they were shocked to find out we were waiting to be surprised. Then came the most asked question, "how are you going to know whether to paint the nursery pink or blue." It automatically made me stop and think why do we continue to define gender based on those two colors. Why does pink automatically have to mean girl and blue boy. Why continue the stereotype?

Robin Cooley, who at that time was a fourth grade teacher in Newton, Massachusetts, addresses gender stereotyping in the chapter titled, "Beyond Pink and Blue." In this informative and engaging chapter, a fourth grade teacher and her class dig deep into learning gender stereotyping and the effects it brings upon society.

In her fourth grade multiracial classroom, Cooley focuses to create an anti-bias/anti-racist environment "we teach all students about the cycle of oppression that creates and reinforces stereotypes. I weave discussion

of the cycle of oppression throughout my curriculum to help my students understand how stereotypes are created and reinforced, and more importantly, how we can unlearn them." (pg. 224) A huge part of this curriculum is utilizing anti-bias based literature to look at how gender stereotyping exists in different forms. Her first story, William's Doll, focuses on a little boy who is teased because he wants to a doll. It was expected that because William was a boy he should be into playing sports, which is an example of stereotyping, an oversimplified picture or opinion of a person or group that is not true. Cooley used this

story as a springboard to have an enriched conversation with her students about how we are all surrounded by messages that reinforce these stereotypes. These messages continue to circle around us through television shows, advertisements, book, and even the opinions of family members.

As Cooley continued to read the stories, students in her classroom began to open up and share their own personal experiences. One boy in the class shared that he likes to play with dolls and stuffed animals while others shared what their parents expected them to do versus what they enjoyed doing, or a time they were teased for doing something "different." As the discussions deepened, Cooley turned her attention to looking at stereotypes in families. Knowing what the "messages from culture" taught about what a family is suppose to look

like, the students took time to discuss different family structures that included adoption, same-sex parents, single parents, or a guardian. As the teacher read the story, King and King, students appreciated hearing a book where a prince fell in love with the brother of the princess. They loved hearing this story and asked the question, "why aren't more gays and lesbian featured in picture books?"

To continue on with the momentum and engagement of her students, the class partnered up with a first grade classroom to create a book called, "What Everyone Needs to Know" to teach about breaking different stereotypes (families, toys, jewelry.) The most impressing part of this chapter was reading how the students took their knowledge into the real world and began to advocate against these stereotypes. One student questioned a nurse at the hospital about why all girl babies were given pink blankets and the boys blue. Even though the policies may not have changed, the students were standing up for what they believed in and making people stop and think.

One morning, a student in the class came in very upset about a Pottery Barn magazine as it was reinforcing too many stereotypes and something needed to be done about it. That day, all the students individually wrote to Pottery Barn telling how they felt and why they believed the catalog and advertisements were hurtful to them. It was at that moment that Cooley knew her teaching mattered and she couldn't help but feel so much pride as she watched her students make a difference, as she watched them writing about specific gender stereotypes and how they should be changed so strongly conveyed in each letter. Students used their powerful voice to share how even though they are boys they like to read, they wanted to see more images of boys playing

with dolls, and if this doesn't stop there will be "a boys world and a girls world." It came as a surprise to many when the students actually received a letter back from the president of Pottery Barn. The letter stated that Pottery Barn would try to incorporate their feedback moving forward. Even though change wasn't made that day, little by little Pottery Barn began showing little differences moving in the right direction such as a boy sitting as his desk (smart) instead of a girl, and a boy reading a Powerpuff magazine. One thing that the teacher knew for sure is that her efforts and powerful teaching had allowed her "students to now look at advertisements with a critical eye, and I hope they have learned that they do have the power to make a difference in this world." (p.228)

After reading this chapter, I am so inspired by this fourth grade teacher and her students. Robin Cooley brought real life issues to her classroom and engaged her students in real, raw, and authentic conversations. These conversations took off as her students found meaningful connections outside of the classroom and learned to use their voice to stand up, advocate, and make a difference. To me, this is what teaching is all about. These students learned so much about life and even themselves. They grew to be competent, brave, and action driven. This is the kind of inspiration that I hope to bring to my students. As stated in the text, "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has."(Margaret Mead)

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