Prejudice in the School Systems and How to Fix It

Today’s concerns about ethnic prejudice, taking place in the schools, are being brought to the forefront. In response to these concerns, two weeks of summer training is being considered as a requirement for all teachers and staff members. Some are under the impression that prejudice and hate are inevitable and therefore do not find the training necessary. What is being presented will address these concerns and show everyone that prejudice is prevalent with in the schools and can be reduced. There are effective methods that attempt to reduce this common issue.

Primary Issues

Prejudice is a negative evaluation, based on an individual’s group membership and the associated stereotypes (Crandall & Eshleman, 2003). Crandall & Eshleman suggest that prejudice is an affective state that is driven by a motivation (2003). “The basic argument of the inevitability of prejudice perspective is that as long as a stereotype exist, prejudice will follow” (Devine, 1989, pg6). Stereotypes and personal beliefs are completely independent cognitive structures, therefore influencing different behaviors toward individuals of other ethnicities or race (Devine, 1989). Exposure to stereotyping and prejudice, while transitioning through childhood and into later stages, is what causes the atomization of these attitudes (Devine, 1989).

Gordon Allport (1979) said that prejudice was based on faulty generalization towards a group or a member of the group (as cited in Sandhu & Brown, 1996, p.2). In Allport’s book he stated that there were different stages of prejudice. These stages included (1) expression of negative feelings, (2) avoidance of people we dislike, (3) discrimination, (4) violence and physical attack and (5) extermination (as cited in Sandh...

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...g the knowledge of understanding this phenomenon, can also play an important role when dealing with prejudice (Sandhu & Brown 1996). There would be costs that come with the workshops for teachers and students. However, bringing awareness in the classroom would not be too much of an expense.

In conclusion, it is important that we agree to recognize these issues and gain the intention to change them. Not only is it up to school administration and staff to combat these issues, but also be leaders for social change. Before changes can be made, the strong attitudes that have already been formed need to be weakened (Devine, 1989). Reducing prejudice is like breaking a bad habit (Devine, 1989). The processes of attitude change must consist of individuals who are willing to intentionally change beliefs about a group, attention from group members and time (Devine, 1989).