SCHOOL RACIAL AND ETHNIC CONFLICT PREVENTION

• NCJ Number: 57419
• Journal: CRIME PREVENTION REVIEW Volume: 6 Issue: 3 Dated: (APRIL 1979) Pages: 21-25
• Author(s): W A BRIGGS
• Date Published: 1979
• Length: 5 pages
• Corporate Author: California Office of the Attorney General Crime Prevention Unit
• Sale Source: National Institute of Justice/
• Language: English
• Country: United States of America

Annotation

BARRIERS TO THE PREVENTION AND RESOLUTION OF RACIAL AND ETHNIC CONFLICT IN SCHOOLS ARE IDENTIFIED, AND APPROACHES TO PREVENTION ARE PROPOSED.

Abstract

THE PRIMARY BARRIER TO PREVENTING OR RESOLVING SCHOOL RACIAL AND ETHNIC CONFLICT IS AN UNWILLINGNESS BY SOME KEY GROUP OR GROUPS--TEACHERS, PARENTS, STUDENTS, ADMINISTRATORS--INVOLVED IN THE SCHOOL TO ASSUME A SHARE OF THE RESPONSIBILITY FOR STRUCTURING A POSITIVE SCHOOL ENVIRONMENT. ATTEMPTS BY VARIOUS GROUPS TO ABSOLVE THEMSELVES OF BLAME WHILE PRESSING CRITICISMS OF OTHER GROUPS INVOLVED IN THE SCHOOL CAN ONLY AGGRAVATE A CONFLICT SITUATION. IT IS ESSENTIAL THAT ALL KEY GROUPS INVOLVED IN THE LIFE OF A SCHOOL FORESEE THE POSSIBILITY OF RACIAL AND ETHNIC CONFLICT, PARTICULARLY WHEN PROPOSED PATTERNS OF SCHOOL ENROLLMENT SHOW THE POTENTIAL FOR SUCH CONFLICT. LACK OF CAREFUL PLANNING CAN BE OBSERVED AT THE ROOT OF MOST EXPLOSIVE RACIAL AND ETHNIC CONFLICTS IN PARTICULAR SCHOOLS. SUGGESTED APPROACHES TO PREVENTION INCLUDE THE FOLLOWING: (1) SCHOOLS CAN USE TECHNIQUES AND PROVIDE EDUCATION THAT PROMOTES INTERGROUP UNDERSTANDING AND THE KINDS OF ATTITUDES THAT HELP STUDENTS TO RESPECT THEMSELVES AND OTHERS; (2) SCHOOL ADMINISTRATORS AND SCHOOL BOARDS CAN BECOME MORE SKILLED IN LONG RANGE PLANNING AND ITS IMPLICATIONS FOR CURRICULUM CHANGE AND STAFF DEVELOPMENT; (3) SCHOOLS CAN WORK TOGETHER WITH THE NEWS MEDIA, BUSINESS COMMUNITY, AND CIVIC AND RELIGIOUS GROUPS TO BUILD A POSITIVE CLIMATE OF COMMUNITY ATTITUDE; (4) SCHOOLS NEED TO BUILD WORKING RELATIONSHIPS WITH OTHER PUBLIC AND PRIVATE AGENCIES, INCLUDING LAW ENFORCEMENT, WHICH SERVE YOUTH AND THEIR FAMILIES; (5) BOARDS, TEACHERS, AND ADMINISTRATORS, WITH HELP FROM PARENTS AND STUDENTS, NEED TO DEVELOP CLEAR STANDARDS FOR STUDENT DISCIPLINE SO THERE IS GENERAL AGREEMENT ABOUT ACCEPTABLE AND UNACCEPTABLE BEHAVIOR; (6) SCHOOL AUTHORITIES NEED TO BECOME MORE EXPERIENCED WITH NEEDS ASSESSMENT AND PROBLEM SOLVING THAT INVOLVES MINORITY LEADERSHIP, PARENTS, AND STAFF; AND (7) A COMMITMENT TO CONTINUAL SELF-EDUCATION, ACCOMPANIED BY A DESIRE TO MAKE THE MAXIMUM USE POSSIBLE OF INHOUSE EXPERTS, IS ESSENTIAL. (RCB)