Mark McGwire and The Importance of Challenging Stereotypes

By Gabe Twedt, First Grade Teacher and JCE Collaborative Teacher

Part four in a series on inclusive language and representation in the classroom.
Click here to read the first in the series, "My Life as Gaybe."
Click here to read the second in the series, "Not the LGBT Lorax."
Click here to read the third in the series, "Being Intentionally Inclusive."

I looked up from my desk and discovered that everyone in the classroom was laughing at me, including my teacher.  
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No, this wasn’t some “night before the first day of school” dream. I was in eighth grade and I had just made a “mistake” that would live with me to this very day. Our social studies class was playing a quick trivia game and it was my turn to answer a question. 

“Who was the first baseman that broke the home run record a few years ago?” 

I felt sick to my stomach. My brain went blank and I could feel every eye on me. I had absolutely no idea what to even say. Granted, I probably would not have been able to answer any sports-related questions unless it had to do with tennis, but this question, in particular, made me start to sweat. I vaguely remembered hearing about this person but there was no hope, my mind was empty. 
I looked down at my desk and answered with, “I don’t know.” 

I began to notice almost every student chuckling or looking at me in disbelief. I then looked to my teacher and saw that he was also chuckling with a look of utter bewilderment.  

I felt like a failure.  

Later, a group of my classmates started to question my “maleness” based on my earlier response. Up to that point in my life, I had already struggled with feeling like I didn’t fit the mold for being a man, but now everyone seemed to be thinking the same thing. 

The stereotype that all people that identify as male should like and know about sports was very unhealthy for me during my formative years. I constantly felt lesser (or at least less “manly”) because I did not have an interest in the activities that “I should have.” In many ways, the pressure to care about hobbies, activities, and interests that I truly didn’t have an interest in, caused me to lose out on really understanding what I liked and what I was passionate about. 

At that moment in my eighth-grade social studies class, I really wish my teacher would have reacted differently or spoken up for me. Since he did not, I am taking it upon myself to speak up on behalf of the students we have right now.  

Although my last post focused on the idea of working to be intentionally inclusive with our language, with this post, the focus will be on how to combat stereotypes in and hopefully out of the classroom.  

Idea 2: Challenge stereotypes, don’t just correct them. 
Reasoning: As an elementary teacher, I find myself constantly fighting unhealthy stereotypes. In the past when a student said a color was a “boy color” or a TV show was for “girls only” I corrected them by stating that anyone can like those things. It wasn’t until the past couple of years that I have truly worked to challenge stereotypes, not just correct them. At the age of 6 years old, many of my students have already determined what things are for boys and what things are for girls. Not only is this problematic because it reinforces the idea of a gender binary, but it limits every individual’s desire to follow their interests without hesitation. I have watched students get dismissed and admonished because they admitted to liking something that goes against the norm. As educators, we can make a difference by challenging these stereotypes. 

What can I try:  

• When a student makes a claim based on a stereotype, take advantage of that opportunity and make it a teachable moment. Take time to challenge that misconception.  
• When you witness a student making a claim based on a stereotype, ask the student why they felt that way. This will help you get to the bottom of that misconception in order to better challenge it. For example, I recently wore a tiara for our Ties, Tiaras, and Tutu day at John Cline. Initially, my students and other first graders laughed at my choice of accessory. We then proceeded to unpack why they thought it was funny and I agreed that we don’t usually see adult men wearing tiaras so it might appear silly at first. However, we were then able to have an open discussion about how people should be able to wear clothes and do things that make them feel comfortable and happy.   
• Read books about characters that defy gender roles, expectations, and stereotypes. (I have been developing a list of books to share in a future blog post.)
• Be open with your students about all the interests that you have. In some cases, you may open the door for your students to feel more comfortable sharing their own interests that defy harmful gender stereotypes. Share your passions. Be authentic. 
• Be aware of the language you use when talking to students that identify as male, students that identify as female, students that identify as nonbinary, and students that are gender fluid. We tend to focus a lot of our comments on outward appearance and/or clothing when it comes to students that identify as girls. We also tend to focus a lot of our comments on athleticism and competitiveness when it comes to students that identify as boys. Be aware of what you are saying and why you are saying it. 
• Make children feel comfortable no matter what they are wearing or what they might be interested in while they are at school. Support them and take an interest in what they enjoy. 

I have had to work on challenging my own learned bias and my tendency to follow harmful stereotypes. Having these conversations with our students will help them and us to be more inclusive and understanding. Challenging stereotypes instead of just correcting them will help students to feel more comfortable having a dialogue about what truly brings them joy, as well as appreciating what makes us all different. 

Middle School/High School Application: Although I spend most of my day working with first graders, I do also spend quite a bit of my time at the high school as a speech coach. While talking to a few high schoolers at a Decorah High School GSA meeting, I asked them about concerns they have around stereotypes while going to school in our district. The students I talked to did express that they generally felt very supported and safe while at school, but that there is still more that we could do to help. Here is what they had to say: 

• Teachers often say “can I have a strong boy come help me?” when they need help with moving something. This phrase reinforces the harmful idea that only individuals that identify as male can be strong and helpful.
• Students are concerned by the use of assumptions or generalizations in the school environment. Certain activities are only offered to specific genders or teachers assume that students won’t be interested in certain subjects, books, etc. based on their gender identity.
• Students expressed that they wish teachers would be more willing to accept them for who they are by supporting their choices in style, self-expression, and interests. 

​Thank you for taking the time to read this post and hopefully thinking about ways to potentially make adjustments in your own classroom. It might be messy or imperfect, but my hope is that we can make changes to help all students to feel more comfortable, safe, and seen. 

As always, if you have questions or concerns please feel free to reach out to me.