Analyzing Barriers and Solutions for Cross-Racial Socializing

This report delves into the complexities of cross-racial socializing, focusing on the barriers that hinder interaction between different racial groups. It highlights the impact of prejudice and discrimination, particularly the stereotype threat experienced by minority groups, and how these factors contribute to low self-esteem and limited social interaction. The report emphasizes the role of schools in addressing these challenges, advocating for educational initiatives that promote coexistence and understanding. It stresses the importance of teachers as role models in breaking down prejudice and fostering a more inclusive environment. The report references several academic sources to support its arguments and provides a comprehensive analysis of the issue.

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Cross-Racial Socializing
Reasons for Less Cross-Racial Socializing
Prejudice encounter is one of the reasons that hinder cross-racial socialization. Usually,
prejudice results in a psychological effect known as a stereotype threat. Stereotype threat has
been defined as discomfort that the targets experience when they are in danger of fulfilling a
depressing stereotype concerning their group (Clauss-Ehlers, Serpell and Weist 53). In the
United States, minority races are common targets of prejudice. Therefore, the stereotype threat
the minority groups encounter results in low self-esteem and undermine their socialization with
the dominant groups.
Widespread discrimination against the minority races also gives an account why there
exists less cross-racial socialization even in integrated schools. Studies show that discrimination
is a risk factor for the well-being and adjustment of minority races (Belgrave and Allison 94). In
schools, the people of color encounter discrimination both from their peers and teachers. As a
result, it becomes difficult for cross-racial socialization to thrive in such settings.
Enhancing Cross-Racial Socializing
Schools have a crucial role in eliminating the barriers of cross-racial socialization.
Foremost, the schools should teach the students about the importance of coexisting with other
races and how they can interact effectively (Sullivan and Esmail 52). Moreover, the teachers

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have a crucial role in shaping the racial knowledge of the students by transmitting their values,
behaviors, and attitudes (Winkler 41). Therefore, the instructors should treat students from all
races fairly to act as a role model to the students. By doing this, the teachers will help break the
prejudice and discrimination.

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Works Cited
Belgrave, Faye Z and Kevin W Allison. African American psychology : from Africa to America.
Thousand Oaks: SAGE Publications, Inc, 2013.
Clauss-Ehlers, Caroline S, Zewelanji Natashya Serpell and Mark D Weist. Handbook of
culturally responsive school mental health : advancing research, training, practice, and
policy. New York : Springer, 2013.
Sullivan, Jas M and Ashraf Esmail. African American identity : racial and cultural dimensions of
the black experience. Lanham : Lexington Books, 2014.
Winkler, Erin N. Learning race, learning place : shaping racial identities and ideas in African
American childhoods. New Brunswick, NJ: Rutgers University Press, 2012.