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Tolerance is an ongoing process; it cannot be captured in a single
moment. Establish a high "comfort level" for open dialogue about social
issues. Let children know that no subject is taboo.
Point out stereotypes and cultural misinformation depicted in movies,
TV shows, computer games and other media. Challenge bias when it comes
from friends and family members. Do not let the moment pass. Begin
with a qualified statement: "Andrew just called people of XYZ faith
'lunatics.' What do you think about that, Zoe?" Let children do most
of the talking.
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When a child says or does something that reflects biases or embraces
stereotypes, point it out: "What makes that joke funny, Jerome?" Guide
the conversation toward internalization of empathy and respect—"Mimi
uses a walker, honey. How do you think she would feel about that joke?"
or "How did you feel when Robbie made fun of your glasses last week?"
Respect children's troubles by acknowledging when they become targets
of bias. Don't minimize the experience. Provide emotional support
and then brainstorm constructive responses. Develop a set of "comebacks"
for children who are victims of name-calling.
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For tweens and teens, group identity is critical. Remind them, however,
of three things. First, pride in our own groups does not mandate disrespect
for others. Second, no group is entitled to special privileges. Third,
we should avoid putting other groups down as a way to elevate the
status of our own groups.
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Read books with multicultural and tolerance themes to your children.
Assess the cultural diversity reflected in your home's artwork, music
and literature. Add something new. Give multicultural dolls, toys
or games as gifts. Bookmark equity and diversity Web sites on your
home computer.
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Look critically at how a child defines "normal." Expand the definition.
Visit playgrounds where a variety of children are present—people
of different races/ethnicities, socioeconomic backgrounds, family
structures, etc. Encourage a child to spend time with elders—grandparents,
for example. Attend religious services at a variety of houses of worship.
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The earlier children interact with the community, the better; we are
not islands unto ourselves. If a child is interested in stars, visit
the local library, museum or planetarium. A child who is concerned
about world hunger can volunteer at a local soup kitchen or homeless
shelter.
Do not tell children that we are all the same; we're not. We experience
the world in different ways, and those experiences matter. Help your
child understand the viewpoints of others.
As parents and as children's primary role models, we must be consistent
in how we treat others and in our commitment to tolerance. If we as
parents treat people differently based on characteristics such as
race or gender, our children are likely to do the same.
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