From jessea@nature.Berkeley.EDU Fri Sep 2 12:19:47 1994 Date: Fri, 2 Sep 1994 09:17:30 -0800 Responses to Harassment (N.B. I do not have either copies of the original sources or contact information for them). I. Responding to Biased Behavior (from "Anti-Bias Curriculum: Tools for Empowering Young Children," by L. Derman-Sparks and the Anti-Bias Task Force, 1989, NAEYC). When handling discriminatory behaviors: DON'T IGNORE. "It will go away on its own if I don't respond." This position does not support the target of discriminatory behavior and implies permission to act in discriminatory ways, thereby making the environment worse. "If I respond, it will make things worse." It is true that some children will test these limits as they do others. However, we would not ignore throwing blocks or sand in children's faces because we are worried that intervention will make the behaviors worse. We act, thereby reaffirming our limits. DON'T EXCUSE. Saying "Johnny didn't really mean it or know what he meant when he said Susan couldn't play because she is a tomboy," or "Johnny has socializing problems; let's not focus on this remark," excuses discriminatory behavior. Conversely, saying "Susan wasn't upset by Johnny's remarks. She just walked away," trivializes the excluded child's feelings. Excusing response teaches one child that it is OK to be hurtful and the other that she will not be protected against oppressive behavior. DON'T BE IMMOBILIZED BY FEAR. Making a mistake is far less serious than not acting at all. You can always go back to a child and say or do something else if, on reflection, you feel you did not respond correctly. However, if you were unable to respond immediately at all, thing about what to do afterward, and go back to the children involved in the incident. II. HARASSMENT: DO'S AND DON'TS (from "Unity in Diversity: A Curriculum Resource Guide for Ethnocultural Equity and Anti-Racist Education," Ontario Ministry of Education, April, 1991) DO deal with the situation immediately. DON'T ignore it, let it pass unchallenged, or let intangible fears block your ability to act. DO confirm that the particular type of abuse is hurtful and harmful and will not be tolerated. DO value the feelings of others by active, sensitive listening. DO take steps to support the victim and enable her or him to develop a stronger sense of self. DO take those involved aside to discuss the incident. DO apply consequences to the attacker in accordance with the school rules, code of behavior, and race/ethnocultural relations policy. DON'T overreact with another put-down of the offender. DON'T impose consequences before finding out exactly what happened from those involved. DON'T focus entirely on applying consequences to the offender while ignoring the feelings of the victim. DON'T humiliate the attacker when imposing consequences. Remember that the attacker may feel like a victim too. DON'T embarrass either party publicly. DO explain to students why such incidents occur and undertake ongoing long-term (pro-active) strategies with the class for combatting stereotyping, prejudice, and negative attitudes to differences. DON'T assume that the incident is an isolated occurrence divorced from the overall context in which it occurred. (Provided as a public service by GLAAD/SFBA's Project 21, 1360 Mission St. #200, San Francisco CA 94103; 415-861-2244).