Racial Prejudices Learning Paper 1

Racial Prejudices

Learning Paper 1
Lisa Stevenson
American Public University
EDUC 512
September 14, 2014








Racial Prejudices
Human beings naturally notice differences among each other and in the course of normal thought, sort people into categories based on factors such as sex, race, age, sexual orientation, nationality, socioeconomic status, and religion. Prejudice occurs when people develop an attitude against others based solely on their membership in a particular group. This prejudgment commonly features preconceived opinions, negative feelings, and stereotyped beliefs that are not merited by the group's actions or based on actual experience or reason (Cohen, 2011).
Racial prejudice, prejudice against those of another race, color, or culture, is easy to both develop and retain because it arises from normal human traits and attributes. For example, humans tend to think categorically. Everyone is a member of several social groups and we then categorize people into "us", those most similar to oneself and "them", those who are different. Human beings tend to form attachments and want to be with those who are like them because it is easier and more comfortable; thus the development of "in" and "out" groups. In addition, "Identifying by similar traits can provide a sense of belonging and community" (United Nations, 2014, para. 5). We develop beliefs that support our feelings and values and avoid beliefs and people that challenge or contradict them. Humans naturally harbor negative reactions and apprehension toward those who are different and often we regard outsiders with suspicion and fear. By avoiding people perceived as different, we limit both communication and learning about the other. Limiting knowledge in this manner may increase the possibility of misunderstandings and "invite distortion, the creation of myths about members of other groups, and the attribution of negative characteristics and intent to them" (Moule & Diller, 2012, p. 32).
Our propensity to categorize can also lead to stereotyping. Though emotion and negative attitudes define prejudice, stereotypes denote both the positive and negative traits that people assign to virtually all members of a group, regardless of actual variation among group members (Aronson, Wilson, & Akert, 2010, p. 342). Generalizing in this manner leads to oversimplification and prejudging. Assuming that everyone in a group has the same characteristics denies individuality and leads to unfounded and distorted beliefs about a person or the entire ethnic group. According to Moule and Diller (2012), "Once a person has been identified as a member of an ethnic group, he or she is experienced as possessing all the traits and emotions internally associated with that group" (p. 33). Furthermore, even when presented with a person from an out-group who may oppose a stereotype, most people will not change their overall view and instead will either disregard or ignore the experience that challenges them or label it as an exception. Moreover, "When a member of an out-group behaves as we expect, it confirms and even strengthens our stereotype. When out-group members act non- stereotypically, we tend to make situational attributions about them, thereby maintaining our stereotypes" (Aronson, et al., 2010, p. 343). Finally, the oversimplified and distorted views typical of stereotypes lead many to discriminate against and poorly treat those recognized as racially or culturally different. Many who stereotype blame those who are most vulnerable, assume that they deserve ill treatment because they are seen as less than human by virtue of their negative traits, and subsequently they rationalize their own behavior" (Moule & Diller, 2012).
Though our humanness makes it easy to develop and retain racial prejudice, it may also aid in the modification and/or removal of such, thereby breaking the "mold". For instance, though children may pick up behaviors and prejudices from their parents and other caregivers, they may not necessarily retain them as they mature to adulthood. According to Aronson et al., (2010), "When people are bombarded with many examples that are inconsistent with the stereotype, they gradually modify their beliefs" (p. 343).
Educators interested in breaking the mold of racial prejudice may consider incorporating ideas from the Human Relations approach to training and education. For instance, teachers may create a classroom experience that recognizes differences as not only normal but valuable and interesting; everyone has something to offer that will assist in the success of each member of the class. Characteristics such as race, language, personal talents, body size, hair color, physical abilities, interests, and so forth, are presented to children as characteristics that we all have but that differ among us and should be celebrated (Sleeter & Grant, 2009, p. 100).
Another strategy worth consideration is Cooperative Learning. Groups must work together to complete a task or project successfully, the work is structured around interdependence, and it involves both individual and group accountability. According to Sleeter and Grant (2009), the students develop group process skills, such as conflict management and listening, and considerable evidence has shown this to be "a successful strategy for reducing stereotyping and social rejection across disability, race, and gender lines" (p. 107).
The Single Group Study is another approach to be considered by educators. Using this framework, teachers provide information about a particular social or ethnic group and the effects of past and present discrimination on the group so that the students may develop the ability be critical of the issues "and to act in an effort to transform unjust social conditions related to a group's oppression" (Sleeter & Grant, 2009, p. 123). The traditional curriculum in American schools is presented from the perspective of the dominant society, a national cultural group that controls daily institutional and cultural processes. This portrayal is inconsistent with reality as the United States is quite diverse in race, ethnicity, and culture. Therefore, incorporating portions of this approach can be helpful and serve as a counterbalance (Sleeter & Grant, 2009).
Racial prejudice is prevalent due to our human condition and our natural tendency to sort, classify, and categorize in order to make sense of our environment. Though it may be easy to develop and retain, there are approaches, methods, and techniques for reducing or eradicating racial prejudice for the benefit of all citizens of our diverse and multicultural world. Breaking the "mold" would be in the best interest of our multiethnic country so that we no longer share the ignorant and detrimental belief held by the majority of White Americans that "this country is European in ancestry and White in identity and that only those who share these characteristics truly belong" (Moule & Diller, 2012, p. 26).






























References
Aronson, E., Wilson, T. D., & Akert, R. M. (2010). Social psychology (7th ed.)
Cohen, L.J. (2011). The psychology of prejudice and racism: What can psychology tell us about prejudice and racism? Retrieved from: http://www.psychologytoday.com/blog/handy- psychology-answers/201101/the-psychology-prejudice-and-racism
Kerry, K. (n.d.). What is prejudice? what it is, how it forms, & how to prevent it. Retrieved from: http://psychology.about.com/od/pindex/g/prejudice.htm
Moule, J., & Diller, J. V. (2012). Cultural competence: A primer for educators (2nd ed.)
Sleeter, C. E., & Grant, C. A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender (6th ed.)
United Nations (2014). Understanding Discrimination. Retrieved from:
http://www.un.org/cyberschoolbus/discrim/id_8_ud_race.asp




RACIAL PREJUDICES_Stevenson 4
Running head: RACIAL PREJUDICES