Race, Culture, Language, and Ethnicity

Race and ethnicity continue to significantly influence the experiences of children in minoritized communities. Even though society has made strides toward equity, children of color still face disparities in education, healthcare, and daily life. Understanding these challenges is crucial for creating environments where all children feel safe, respected, and able to succeed.

One major issue affecting children of color is unequal access to high-quality education. Schools in communities of color often have fewer resources, outdated materials, and limited enrichment programs, making it harder for students to receive the same opportunities as peers in wealthier or predominantly non-minoritized areas. Disciplinary inequities also persist. According to Pew’s National Surveys of Latinos (2021), “Though colorism and racism often are connected, they're not the same thing. Racism is prejudice against people of a certain racial or ethnic group, while colorism affects the degree to which people experience discrimination. Those discriminating against others may even be in the same racial or ethnic group.” Research indicates that children of color, particularly Black, Indigenous, and Latino boys, are more likely to receive harsher punishments for the same behaviors as other students. These disparities can have lasting impacts on academic outcomes, mental health, and self-confidence.

Children from minoritized racial and ethnic groups also experience everyday discrimination, even at young ages. This can include teasing or exclusion based on hair texture, skin color, or cultural practices. Many children feel pressure to conform by hiding their home language, avoiding cultural foods, or downplaying aspects of their identity. These experiences can erode self-esteem and a sense of belonging, making it harder for children to engage fully in school and social settings. Representation is another significant challenge. Many children rarely see themselves reflected positively in books, classroom materials, media, or among school staff. For example, Simone Aba Akyianu shared in a blog about her 11-year-old daughter’s experience: “My own daughter, who is 11, happened to be in the room and told me that kids would constantly touch her hair. It would happen all the time at her old school, a predominantly white school in an upper-middle-class neighborhood in Ottawa, where she was one of a handful of Black kids. Touching hair, while not the overtly oppressive act of being called a racial slur, can be equally unsettling.” When children only see people like themselves portrayed negatively or stereotypically, it can limit their sense of potential. Positive representation helps children understand that their identity is valuable and that they can succeed.

Working with children from minoritized racial and ethnic communities requires a thoughtful, caring philosophy grounded in respect. This respect extends to each child’s identity, culture, family, and lived experience. Educators and caregivers must recognize each child’s uniqueness and celebrate it rather than overlook it. Inclusive environments that allow children to share traditions, languages, and personal stories without fear of judgment foster belonging. Being culturally responsive is key, meaning adults learn about each child’s background and use that knowledge to guide teaching, communication, and expectations. This approach ensures children are supported according to their needs and that classroom materials reflect diverse, empowering representations.

Building trust and actively challenging bias are equally essential. Children need adults who listen, advocate for them, and acknowledge the realities of racial and ethnic discrimination. Addressing personal biases, speaking out against unfair treatment, and creating safe, inclusive environments allows children to develop confidence, pride, and a strong sense of self. When educators honor and celebrate children’s racial and ethnic identities, they lay the foundation for children to thrive academically, socially, and emotionally. Supporting minoritized children in this way ensures they receive the respect, encouragement, and opportunities they deserve.

References: 

- Aba Akyianu, S. (2023, April 25). Touching Black Hair as Micro-Aggression. Parents for Diversity .

- Alfonseca, K. (2021, November 6). What is colorism? Study highlights discrimination based on skin color among Hispanics. ABC News. https://abcnews.go.com/US/colorism-study-highlights-discrimination-based-skin-color-hispanics/story?id=80991400%E2%80%AF