Developmental Markers
- Establishing group identities and membership—often form groups to act within their own cultural rules and to reinforce a sense of group identity. Able to consciously code-switch between home, community, and school cultures.
- Children of color are aware of racism against their own racial/cultural group. May show the negative impact of internalized racism. Third grade is when many children “psychologically” drop out of school.
- See a rise in name-calling based on racial, gender, class, disability, and sexual orientation identities. Show influence of dominant cultural myths about class (being poor is the individual’s choice/fault; having money is a sign of superior abilities). However, they now have a greater capacity for empathy about the hurt name-calling causes.
- Can identify and critically think about interpersonal dynamics of racism, sexism, and classism, and understand the nature and harm of stereotyping.
- Can understand how individuals get their skin color.
- Like to learn about the history of their own people and communities.
- Role models of people active in anti-racism/social justice struggles are very important. Can engage in group activities to challenge individual and cultural forms of racism in their community.