Schools Can Play Key Role in Easing Racial Tensions

I suspect most Californians are aware that it won’t be long before whites of European descent are the minority in our state population.

Indeed, the shift toward cultural and racial diversity may be most visible in our public schools. At many area schools, drastic changes in cultural and racial demographics have occurred in the last 10 or 15 years.

With diversity, however, has come tension. I know of no school, city or nation where people of different cultures, religions or races live in absolute harmony.

Since some people will never learn or even want to overcome their prejudices or hatred of others who are different, even the most multicultural schools, neighborhoods and workplaces can’t completely prevent racial or cross-cultural conflict.

I suspect, however, that such relations can still be much better than they are now--particularly in school. In fact, there’s a lot that teachers, staff and students can do to reduce ethnic and cultural conflict on their campuses--and, down the line, in society in general.

Probably the best way to reduce prejudice and hate is by teaching people about other cultures when they are young.

My school, Santa Monica High School, for example, tried a new tack last week by hosting a multicultural soiree. About 200 students of different ethnicities gathered in the school cafeteria for a dinner donated by local restaurants. Guest speakers from the community, reggae music and a drawing for dozens of prizes were highlights of the night.

It was a successful event and would work at probably any school--especially with a few improvements such as a wider variety of musical acts, guest speakers, art, decorations and informational displays.

Classroom workshops and activities can help too.

The National Conference, formerly the National Conference of Christians and Jews, has conducted race-relations workshops with students and teachers at area schools for years, and more schools should adopt the program.

Workshop participants engage in exercises and games designed to make them question stereotypes and the prejudices they practice--often unaware they are doing so. They are taught techniques they can use in teacher-student teams to spur discussion when they return to their schools.

B’nai B’rith, another national organization that focuses on reducing prejudice, also offers help to schools.

The organization’s curriculum guide, “A World of Difference,” is easy to use in the classroom and contains hundreds of assignments explaining various races, cultures and religions.

Students seem to be especially affected by first-person accounts of the pain of racism and prejudice. The guide costs about $60 and you must attend a one-day workshop in order to receive it.

One of the most common ways to dispel stereotypes is by getting to know people from other groups. There’s nothing like communication to help increase understanding and appreciation of others. Accordingly, schools should create “rap groups” in which all participants talk freely about racism, and ask questions about other cultures. Such groups should be supervised inconspicuously by adults who have a well-rounded grasp of history and of the cultures present at the school, and should be moderated by students trained in peer counseling.

Curriculum changes can also help reduce tensions linked to ethnic diversity. All subjects can be improved to include the contributions of different cultures and ethnic groups.

For example, a history course can cover more of what has happened in nations and cultures other than the United States and Europe. Students in music, art, literature and science courses should learn what various ethnic groups have contributed to those fields. Even physical education teachers can help by using sports and games from other cultures.

In addition, elective courses in the histories of specific ethnic groups can help inform students and reduce their prejudices and ignorance.

Such multicultural approaches have been advocated by the State Board of Education, but not all schools and teachers comply.

Using ethnically diverse learning groups in the classroom can also help: it can breed conversation and even friendship between students who might not otherwise interact.

Open discussions about racism should occur in every classroom. Some teachers may feel uncomfortable tackling this topic in class but the alternative--seeing children beat up on each other--is far more uncomfortable. Besides, students seem eager to discuss the topic: I’ve found that I need only offer a simple introductory question and my students will keep the discussion alive.

Finally, school staff can help foster racial tolerance by becoming role models for students.

At my school, for example, teachers and staff of all races mingle every day at lunch and at meetings. Unfortunately, we’re too often in the teachers’ lounge or meeting rooms where students can’t see us.

Thus, it may prove fruitful if teachers and staff were to spend one lunch a week in the students’ area, where the students can see adults of different backgrounds having a good time together.