Effects of Racism on Children - Essay Example

 Racism and discrimination are concepts that are inherent in every society where different cultures are forced to interact with each other in day to day life. Unfortunately, there is no debate as to whether or not racism exists, in fact, there is the general opinion among social scientists that it is an inherent part of human nature that must be contended with and mitigated for in order to have a more equitable society. The effects of racism here in the United States are apparent, with the atrocity of our recent history of slavery to our more modern experience of the Rodney King beating and the following riots. With the recent election of a black president, it would seem the negative effects of racism have been overcome. Progress on the discrimination front has been made, but discrimination and racism still exist, and most likely will always. It is the belief of many parents here in the United States that their children are not aware of the problem of racial differences. But the negative affects of racial tension and stereotypes may be minimized by examining how children learn of racial attitudes and attempting to modify their thinking and behaviors regarding attitudes towards other races. Several researchers have studied the impact of visual human differences in appearance on infants. One of those researcher found that when infants 6 months old are shown first a picture of a white American then a picture of a black American, they examined the second picture significantly longer than the first. The same is true for the opposite order, first a black person then a white person. This suggests that infants as young as 6 months, who have not yet developed language skills, can recognize racial differences (Kask & Bull 2009). The question from this research and other studies becomes one of why do infants develop such sensitivity to differences in humans at such a young age? It seems that the answer may come from evolution. Researchers theorize that the ability to recognize racial differences served as a protection mechanism for ancient societies. The ability to recognize ‘outsiders’ was a key to survival for many tribes. Individuals who did not recognize outsiders were likely killed or enslaved, thereby reducing their ability to reproduce. Natural selection ‘selected’ for those individuals who developed a keen sense to recognize differences. Those who are different may then be targeted for behaviors that would be considered ‘prejudicial.’ (Monterio et al 2009) Hence, humans may be biologically wired for racism. With such a daunting biological incentive to be wary of differences in people, how does the human race positively affect the behaviors of children in order to create a more positive society? One place to begin is to examine exacting how attitudes of children towards race may be rewired from our natural biological tendencies. The examination goes back to the biologist’s key question; how much of our behavior is influenced by nature and how much by nurture? Can we nurture our young people to be more accepting of people’s differences? There is a general belief that racial attitudes of children are a learned behavior that is passed down from observing their parent’s interactions with other races, including how parents talk about other races in front of the child. Parents sometimes believe that if they do not even address the issue of race with their children, their children will not develop racist attitudes. However, studies have shown that not talking about the issue of race or differences between people can serve to make the issue of race a problem for children. (Allen-Mearas 2008) As we all know from our own childhoods, things that were not discussed eventually were a source of intense curiosity. An example might be the subject of sexuality, which when not discussed with a child can create negative beliefs, wrong attitudes and dysfunction in this area of a child’s life. This may be true of racial differences. Certainly, parents talking negatively about other races could contribute to a child’s belief system about race in a negative fashion, but even not addressing the subject could develop negative attitudes in a child. In fact, researchers have found that when parents address personal qualities of individuals, such as confidence, ambition, and respect and neglect the subject of racial difference, children show an increased level of anxiety in social interactions, regardless of the race of the person they were interacting with. (Beutel & Anderson 2008) This leaves parents and educators with the problem of how best to address racial issues in an attempt to modify children’s attitudes and behaviors. Ann Beutel and Kermyt Anderson also examined the effect of interracial interaction in school age children. In the early stages, children were assembled in same race groups to discuss their identity concepts. Then they are mixed with other races and the discussion continued. These researchers found that these children eventually learn to identify with the individuals of other races, rather than seeing them as different and as threats. They instead come to view them as teammates. Perhaps the widespread use of such programs can result in a generation of children who look for things in common rather than for differences in each other. Focusing on these commonalities can not only enhance the ability of races to coexist peacefully, but may also serve to enhance the self esteem of races who see themselves as minorities and integrate that viewpoint into their identity. However, it may be that the benefits of investing in such programs may only be seen if the new ideology is backed up in the familial atmosphere. To be interacting with other races as a team at school and come home to entrenched parental attitudes of racism may only serve to further confuse a child’s belief system and perhaps turn it against the entire philosophy of the school system. This seems to be a battlefield where modification of children’s attitudes and behaviors are fought. As in many other areas, how much responsibility does the state take in shaping the thoughts and attitudes of its constituents? Here, the argument becomes one that becomes political and questions individual freedom of thought. Other researchers have examined the factors that contribute to stereotyping and cultural bias in our literature and media. The movement to be more ‘politically correct’ with our communication has merits beyond that of not hurting another person’s feelings. Rogers and Christian examined the use of ‘Whiteness’ in children’s literature. They found the themes of white talk, colorblind theories of race, historicizing racism, and the privileging effect of whiteness in several examples of children’s literature used throughout the school system and privately. (Rogers & Christian 2007). They referred to a large sample size of accepted material and analyzed the language and decided whether it was constructive or deconstructive regarding racial attitudes. It was concluded that a significant majority of this material served to privligize whiteness in ways both subtle and obvious. Attention to the materials that our children are exposed to has always concerned sociologists, and with regards to race, these researchers found that even these, apparently innocuous children’s literature pieces served to promote differences in the races rather than minimize them. The idea of open discussion among races and sharing of ideas, preconceptions, stereotypes and stigmas can lead to a society more accepting of various ideas and ways of doing things. Perhaps this can extend to discussions of literature and media, with an emphasis on exposing the prevailing stereotypes that these outlets subtly promote, so children can develop an awareness of the influence of media on their thought processes. Open discussion of such influences and the reality of interaction with youths of other races can perhaps serve to dissolve some of the bias that youth are faced with on a daily basis. Another subject of discussion and awareness for children and parents to discuss may be the increasing population of individuals of mixed race backgrounds. Interacting and socializing with these youth may become a very positive force for breaking down the racial barriers and negativity that creates tension. Edwards and Caballero examined the significance of naming of ‘mixed’ children from parents of different racial, ethnic and faith backgrounds. They found that parents wanted to preserve cultural identity and the naming of their mixed children reflected that ideology. (Edwards and Caballero 2008) Preserving a cultural identity in a child, even of mixed backgrounds, creates multi-ethnicity in an individual’s identity that can be shared with others throughout their lifetime. Pride in a cultural identity can be viewed not as divisive when youth are allowed to interact and learn about other cultures through a positive experience with a person of mixed cultural background. Again, a solution to the problems of race lies in open discussion and the sharing and experiencing of others in a safe positive environment. Still, the problem of reinforcement in the home remains. However, with continued educational opportunities for positive interaction and an examination and discussion of media influences, perhaps we can raise a generation that values tolerance and acceptance of differences rather than divisiveness. With the world becoming a conceptually smaller place and the problem of population growth still looming, the issue of examining how children are affected by racism and how we can create positive changes in the next generation is becoming more imperative. With shrinking resources, the ability of humans to interact in order to benefit the whole becomes critical and necessary. The issue of racism affects not only our children’s identity and how they interact as adults, it affects how the society of man will solve every problem it faces. Without open discussion, with no fear of reprisal, there is no hope of solving problems without discrimination and violence. Works Cited Allen-Meares, Paula. Assessing the adaptive behaviors of youths: Multicultural Responsivity. Social Work. Volume 53, Number 4, October 2008, pp 307-316(10). Beutel, Ann M. ; Anderson, Kermyt G. Race and Educational Expectations of Parents and Children; The Case of South Africa. The Sociological Quarterly, Volume 49, Number 2, June 2008, pp. 335-361(27). Edwards, Rosalind; Caballero, Chamion. What’s in a name? An exploration of the significance of personal naming of ‘mixed’ children for parents from different racial, ethnic and faith backgrounds. The Sociological Review. Volume 56, Number 1, February 2008, pp. 39-60(22) Kask, Kristjan; Bull, Ray. The effects of different presentation methods on multi-ethnicity face recognition. Journal of Psychology, Crime and Law. Volume 32, Number 2, February 2009, pp. 323-345 (23). Monterio, Maria Benedicta; deFranca, Dalia Xavier; Rodrigues, Ricardo. The development of intergroup bias in childhood: How social norms can shape children’s racial behaviors. International Journal of Psychology, Volume 44, Number 1, February 2009, pp. 29-39-(11) Read More