Preface

Often, children are thought to form racial beliefs based on cognitive abilities. Many believe that children are simple-minded, and carry surface-level understandings of what racism entails, such as the color of one's skin or the clothes they may wear. However, research has shown that when children engage with children of other races and ethnicities, they may come to learn more about other races and ethnicities and how they make up one's identity. In Debra Van Ausdale and Joe R. Feagin's, "Using Racial and Ethnic Concepts: The Critical Case of Very Young Children," they argue that children do have the ability to interact involving clear and often sophisticated understandings of racial and ethnic understandings and meanings. When children interact with one another, they have the ability to ask questions to their peers and clearly comprehend what makes a race or ethnicity different from others. Through this, they learn about unique characteristics of language and culture. Furthermore, engaging in these different cultures can help children form other-wordly perspectives.

Hi! We're Mulan, Jasmine, and Pocahontas!

Mulan, Jasmine, and Pocahontas were planning a last day of school party. 

Mulan wanted the party to have Chinese food, Chinese music, and Chinese games. 

Jasmine wanted the party to have Arabic food, Arabic music, and Arabic games. 

Pocahontas wanted the party to have Native American food, Native American music, and Native American games. 

I think we should find a fair way to choose.

Let's put all our names in a hat to choose the food, music, and games.

Then we can choose fairly.

They got a hat and wrote their names on pieces of paper.