Ethnic Groups And Discrimination Term Paper

Ethnic Groups And Discrimination Term Paper-6
The design principles developed by the CODA panel are meant to provide guidelines for action to those selecting or developing strategies to improve intergroup relations. No effort has been made to summarize the research that supports these principles in the brief discussion that follows each of them. First, when strategies meant to improve intergroup relations do not specifically include lessons about how to act in accordance with new awareness and knowledge, they are likely to be ineffective in changing relationships.They are also meant to focus discussion and research on the characteristics of program effectiveness. Those readers who are seeking related research will find much of what they are looking for in the full volume: W. Most of us are not as competent as we need to be in our interactions with people we perceive to be culturally different.

The design principles developed by the CODA panel are meant to provide guidelines for action to those selecting or developing strategies to improve intergroup relations. No effort has been made to summarize the research that supports these principles in the brief discussion that follows each of them. First, when strategies meant to improve intergroup relations do not specifically include lessons about how to act in accordance with new awareness and knowledge, they are likely to be ineffective in changing relationships.They are also meant to focus discussion and research on the characteristics of program effectiveness. Those readers who are seeking related research will find much of what they are looking for in the full volume: W. Most of us are not as competent as we need to be in our interactions with people we perceive to be culturally different.

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There are good reasons to start teaching the importance of and strategies for positive intergroup relations when children are young. As children mature, they become more conscious of racial and ethnic differences, and the many sources of prejudice and discrimination they experience can influence them in negative ways.

Lessons learned at an early age or at the time a person becomes a member of an organization may not stick even though they do make later lessons related to prejudice and discrimination easier to teach and learn.

Second, prejudice and discrimination are socially influenced.

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

When those in positions of authority are too busy too participate in race relations programs, the impact of the program will be undermined unless the leaders’ record on the issue of discrimination is clear.

People in organizations where better intergroup relations and equity are being advocated will ask whether those in authority are modeling appropriate behaviors and “walking the talk.” They will also want to know whether qualified persons of color are being aggressively recruited for high offices, whether those who pursue equity with enthusiasm are being supported and rewarded, and whether those who engage in discriminatory behavior are being negatively sanctioned.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.Moreover, changing the experience of those who are the victims of prejudice and discrimination may require that we contribute to a climate of tolerance and goodwill by seeking to change the behavior of others whose words and actions reflect racial or ethnic prejudice.Often, race relations programs and activities focus on awareness and knowledge about, and behavior toward, persons of color.But there is little evidence~ that this strategy, in and of itself, is adequate.In some cases, the one-time workshop, course, or learning module that focuses on sources of conflict or on racial or ethnic differences can even reinforce negative predispositions.In 1995, the Carnegie Corporation commissioned a number of papers to summarize research that could be used to improve race relations in schools and youth organizations. Even people with good intentions sometimes do the wrong thing. Pope-Davis and Janet Schofield met and drew from these papers several principles for designing comprehensive approaches to improving race relations. There are two separable but related points embedded in this principle.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.

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