Ethnic Groups And Discrimination Term Paper

Ethnic Groups And Discrimination Term Paper-89
Thus, strategies to improve race relations need to include both highly focused activities and efforts to ensure that positive intergroup relations are pursued throughout the organization involved.Efforts to improve intergroup relations often overstate differences among and within racial and ethnic groups, and neglect beliefs and values that are shared across racial and ethnic “lines.” The search for generalizations that would promote sensitivity to differences and encourage positive responses to those differences often leads to oversimplification.The conventional wisdom among advocates of strategies to improve intergroup relations is that opportunities to learn should be infused throughout the curriculum or the tasks that make up the work of the organization involved.

Thus, strategies to improve race relations need to include both highly focused activities and efforts to ensure that positive intergroup relations are pursued throughout the organization involved.Efforts to improve intergroup relations often overstate differences among and within racial and ethnic groups, and neglect beliefs and values that are shared across racial and ethnic “lines.” The search for generalizations that would promote sensitivity to differences and encourage positive responses to those differences often leads to oversimplification.The conventional wisdom among advocates of strategies to improve intergroup relations is that opportunities to learn should be infused throughout the curriculum or the tasks that make up the work of the organization involved.

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Second, prejudice and discrimination are socially influenced.

Thus, altering our own behavior may require that we enlist the support of others.

However, a key point to keep in mind in designing programs and practices is that power differences, real or imagined, are often at the heart of intergroup tensions and have to be dealt with if behaviors are to change in significant ways.

Institutional and contextual forces that might be considered in the development and implementation of a strategy for improving intergroup relations include structures and practices—such as tracking, assessment practices, or selection processes—and beliefs, stereotypes, and stories that have become part of the local lore.

Seeking to change individuals without dealing with these influences, or without engaging the specific issues that shape intergroup relations, is often futile.

Sources of prejudice and discrimination are often rooted in particular historical and social contexts, and are shaped by institutional structures and practices.

First, the level of commitment to the goal will vary within the school, program, or organization.

Second, the expertise needed to adequately integrate experiences that promote positive intergroup relations is scarce.

People involved in intergroup activities bring to those experiences assumptions about the roles they should play that are based on expectations shaped by preexisting attributions of power, by stereotypes, and by habits of behavior of groups.

These assumptions may lead to very unequal participation by different racial and ethnic groups, which, in turn, may affect what is learned and the value that participants assign to the experience.

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