Phi Delta Kappen Article Project
Dana R Robertson
School of Education, Liberty University
EDUC 200: Principles of Education
April Grave
Phi Delta Kappen Article Project
As a 38-year-old mother who has decided to return to school while raising a 2-year-old mixed-
race daughter, this paper aims to explore the topic of how children perceive and learn about race today,
emphasizing the significance of open conversations and genuine listening to children's voices as they
navigate a racially complex world. This analysis draws upon Margaret Hagerman's extensive research,
combining her findings with insights from conversations with children from various racial and class
backgrounds. Per guidelines, this paper will present an overview of Hagerman's research highlighting its
implications for parents and educators.
Children's Development of Racial Awareness
Hagerman's research underscores the inevitability of children developing ideas about race,
irrespective of whether adults engage in conversations on this subject (Hagerman, 2019). Even well-
intentioned parents and educators who avoid discussing race with children may believe that this
approach reduces racism. However, social science research consistently proves that young children own
acute awareness of racial differences and internalize societal norms on race from an early age (Aboud,
2008). Therefore, the assumption that avoiding race discussions ends racism is flawed, emphasizing the
importance of acknowledging that children's awareness of race is an inherent side of their development.
Historical Perspective on Children's Racial Understanding
Hagerman's examination of children's racial understanding encompasses a historical perspective,
referencing groundbreaking studies conducted by Mamie and Kenneth Clark in the 1940s (Hagerman,
2019). Their work, revealing young Black children's preference for White dolls over Black dolls, raised
questions about racial learning processes. Later research has shown that children as young as three
months can categorize people by race (Kelly et al., 2005), and by age three, they can express explicit
racial bias (Aboud, 2008). By age five, children of color are conscious of racist stereotypes about their
group (Hirschfeld, 2008). These findings underscore the early formation of racial awareness in children,
reinforcing the necessity of starting proactive conversations about race and racism.
Differing Perspectives Among Children One noteworthy aspect of Hagerman's research is her
exploration of differing perspectives on the issue of race among children, particularly White children
(Hagerman, 2019). Some White children perceive racism as a problem of the past, while others
acknowledge its continued existence, either in individual acts of racism or as a systemic issue. This
diversity of viewpoints underscores the importance of recognizing that children are not a homogenous
group with uniform opinions on race. It is vital for parents and educators to engage in open dialogue to
understand and address their children's beliefs and misconceptions on race.
Children of Color and Their Experiences
For children of color, Hagerman's research reveals a pervasive sense of anxiety and distress
about the current political climate (Hagerman, 2019). These children express their concerns about
racism and often cite it as the underlying cause of their distress. Their experiences underscore the
profound impact of racism on their lives and their urgent need for support and understanding.
The Importance of Listening to Children's Perspectives
A recurring theme in Hagerman's research is the importance of listening to children's
perspectives on race and current events, regardless of their racial background (Hagerman, 2019).
Children actively seek information and engage in discussions about race, often with their peers.
However, they lament that adults often do not take their opinions on race and current events seriously.
As parents and educators, we must recognize that children have valuable insights to offer, and their
voices should be heard and respected.
Ethical Responsibility
Hagerman's research underscores our ethical responsibility as adults to support children
and youth as they develop their understanding of race, racism, inequality, oppression, and privilege
(Hagerman, 2019). We must provide them with the tools and language to make sense of the world
around them. This includes teaching them about the history and contemporary realities of racism, as
well as fostering critical thinking skills and a sociological imagination. Moreover, we need to lead by
example, demonstrating through our actions that we are genuinely committed to equality and social
justice.
In conclusion, Margaret Hagerman's research offers valuable insights into how children perceive
and learn about race in today's world (Hagerman, 2019). It highlights the importance of open
conversations about race, the diverse perspectives among children, and the critical need to listen to the
voices of young people. As a mother of a mixed-race child, I am committed to nurturing my child's racial
awareness and providing them with the tools and support they need to navigate a multicultural society.
It is my hope that by embracing these principles, we can contribute to a more inclusive and fair future
for all.
