Children as young as preschool age can form stereotypical ideas about their classmates. Gender is a typical dividing line between young students who often have hard and fast ideas about what kind of play is appropriate for boys and girls. Preschool and early elementary stereotyping can also extend to assumptions about people of certain races, ages, disabilities or other traits that children are able to perceive. It's important for teachers to defuse these ideas at an early age so that the students do not go on to form negative prejudices based on stereotypes. Discuss stereotypical ideas with the children in basic terms and help them to see that their assumptions are not necessarily true. Also, strive for balance and diversity when choosing books and other educational materials to present to the class.
Students in the later grades of elementary school, as well as middle and high schools, are capable of understanding the concepts behind stereotyping. Prepare a lesson on stereotyping for your class, tailoring the depth of the conversation to the grade level. Start by defining stereotyping and give several real-world examples. Many students will understand how stereotyping relates to racism, gender discrimination and homophobia, but they may not be aware that stereotyping extends to how we treat people in certain professions, people of different body types and people in different economic situations. Explain to the students that even a seemingly positive assumption about someone can still be a stereotype and may have a negative impact.
Even the most conscientious teacher can inadvertently use stereotypical language in class. Without knowing it, you may express unconscious stereotypes to students, which could affect their attitudes toward learning. For example, a teacher may hold the stereotype that girls are generally not as good at math as boys, which can affect female students' success. Try to avoid any language that uses gender-specific pronouns. If you catch yourself making assumptions based on a student's race, gender, sexuality or socioeconomic background, step back and remind yourself that you may be promoting stereotypical behavior.
If stereotypical assumptions turn into prejudicial bullying, action must be taken immediately. If the behavior is mild, sit the perpetrator down and reiterate lessons about stereotyping and explain the importance of mutual respect between students. This may open up another opportunity to have a classroom review on stereotyping. If the prejudicial behavior continues, turns into harassment or becomes violent, turn the students over to school administrators, who will discipline them according to the school's bullying policies.