Ethnic and Cultural Conflict

The Extent of the Problem

      Cultural Diversity is a extensive topic. As described by the American Psychiatric Association it includes issues of race, sex, language, age, country of origin, sexual orientation, religious/spiritual beliefs, social class and physical disabilities. Even though is so vast we will emphasize our work in the issues related to ethnicity.
        One of the factors to consider when talking about ethnicity is the rapid growth in diversity within the population composition. More than one third of the population is non-white. The most rapid growth would be in Latinos and Asian. Just the latinos had increased by 69% from the 1970 to the 1990’s. The rates of birth will promote that unceasing growth.
     Another factor to contemplate would be the effect of this diversity and it's rapid growth. One of these would be the tension that exist among different racial and ethnic groups. The potential for racial conflict always exists in our multicultural society and periodically there are widespread and serious racial incidents.
     In addition we have to reflect about the repercussions on education. The number of students in United States with limited English proficiency go beyond 2.3 millions (1992). These are students whose cultural and educational backgrounds might not correspond to the norms and expectations they will encounter in school. This will promote conflicts that can affect academic achievement as well as relationships. Violence in school are matter of significant public concern, particularly after the wave of tragic school shootings in recent years, and the increasing number of incidents of aggressive and violent actions in schools. Consequently principals have expressed the need for successful strategies to dispel racial tensions, class conflict and violence (specially related to race or ethnicity). Furthermore it strive for the dissemination of new research in this growing academic field, and in counseling as well.
 

Behavioral Characteristics

Ethnic conflict as defined by Neil Funk-Unrau refers to conflicts which move out of the realm of interaction between sovereign states and focus more on the interaction of culturally defined sub state units. In other words it will be conflicts between sub-groups or small groups beneath a big group. In this case conflicts between different ethnic groups (race, language or place of origin). From this perspective, conflict between such units is a normal consequence of the different perceptions, mindsets and value systems held by them.
      Ethnic and cultural conflict will be manifested in different observable behaviors. For instance physical fights, racial slurs, calling names, graffiti, gangs activities, school shootings among others. On the other hand there are attitudes below the surface that are not that evident such as racial hatreds, avoiding certain groups, excluding certain groups, perceptions that treatment is unequal across groups, competition for resources and attention, power and status struggles among racial groups. Even deeper, mind sets of segregation, racism, socialization, inequality, discrimination, stereotypes, prejudice,  and ethnocentrism (the belief that one’s own group is superior).
 

Counseling Strategies:

Conflict Resolution through Peer Mediation
      Ethnic conflict is a major concern in our schools.  It has many adverse repercussions: Bulling, racial slurs, and violence etc. However, by working together, guidance counselors, teachers and students, can put an end to racial strife.  One strategy that schools have found to be successful in resolving racial conflicts is by implementing a program called Conflict Resolution through peer mediation.  Peer mediation has become one of the most widely used techniques in conflict resolution procedures.
      Mediators are required to complete basic training of a minimum of 12 to 15 hours, followed by another 12 to 15 hours of advanced training. (Donahue, 1996) During training mediators  learn to be a neutral participant. They also learn to never offer an opinion, take sides or offers solutions. However, they may guide the conversation toward more flexible and constructive thinking in order for the disputants to reach a common ground and to resolve their own problem.
      The goal of the program is to negotiate out a peaceful solution to problems that students may encounter in a school setting.  Mediators learn to follow a step by step approach to solving problems. The object is to keep the lines of communication open until both sides can agree.
 It is important to set the stage in order to work out a peaceful solution.  This would take place in a small group setting.
 

• First, the mediator introduces himself and explains the ground rules.  Whatever is said must be confidential. The participants will take turns speaking without interrupting.  No name calling or put downs are allowed. The disputants must try to reach an agreement.
• Second, They must identify the problem. This means getting the facts. The mediator listens to both sides and then restates the problem in the simplest terms as possible.
• Third, the mediator will refocus the problem. This means looking at it another way.
• The fourth step is to generate possible solutions.  The mediator leads in brainstorming possible solutions. The disputants are asked to follow several rules. Express any ideas that come to mind. Collect as many ideas as possible. Do not discuss or criticize the ideas. The role of mediator is to keep track of the idea and ask questions such as, “What else are you willing to do?”
• The fifth step is to evaluate the solutions and choose one. Both disputants must agree on the choice.
• The final step is to develop a plan of action. The mediator orally summarizes and clarifies the agreement . Then he proceeds to write the agreement on the paper. If the terms are agreed upon,  all three sign the contract.

Multicultural Education
       Another strategy to reduce ethnic conflict in our schools is to introduce   Multicultural Education. This program is based on activities that recognize the many achievements of different ethnic groups.  The belief is that Multicultural Education will prepare student for an ethnically diverse society.  It is also believed that it can bring about cognitive and affective benefits to students.

      Multicultural Education is based on four goals:

•  to remedy ethnocentrism in the tradition curriculum;
•  to build understanding among racial and cultural groups and appreciation of different cultures;
•  to defuse inter group tension and conflicts;
•  to make the curricula relevant to experiences, cultural traditions, and historical contributions of the nation’s diverse populations. (Webb, 2000 )

      Multicultural activities can be applied to one classroom or it can involve the whole school.  When involving the whole school, each grade level is taught a unit that represents a different ethnic group.  Then at end of the unit the school can celebrate by hosting a Multicultural Fair that allows students to make presentations and display their work.  It is a wonderful way to encourage parental and community involvement.

Conclusions and Recommendations

     Ethnic conflict is a situation that is wide spread throughout our schools.  The damage that is done by racism includes low self esteem due to racial slurs, avoidance and violence.  If schools want to end ethnic conflict they must immediately identify the problem and address it. Communities can help, too. Schools can seek business partners to help fund projects like Multicultural Fair activities. Implementing Conflict Resolution activities in our schools is another way to channel attitudes in the right direction.
      Parental involvement is most important in ending ethnic conflict.  By hosting parenting classes the school can instruct parents in how to handle racial conflict. Parent should be reminded that children acquire attitudes easily. Therefore, if parents’ attitudes are open to ethnicity their children’s attitude will follow.  Schools, communities and parents need to unite and prepare children to live cooperatively and respectfully in the diverse world in which we live.
 

References
 

Donahue, Marilyn Cram. (Nov 1996). How Does Peer Mediation Work?. Current Health 2, n3, 18(3).

Kowalski, Kathiann M.. (Oct 1998). Peer Mediation success stories: In Nearly 10,000 Schools Nationwide, Peer Mediation helps Teens Solve Problems Without Violence. Current Health 2,n2,p13(3)

Negrete, Edward. (1998) Black and Latinos: Understanding and Resolving Racial Conflicts. Retrieved June 24, 2002, from California Association of Human Relations Organizations: http://www.cahro.org/html/febmarch98-1.html

Fisher, Glen. (1998) The Mindsets Factor in Ethnic Conflict: A Cross-cultural Agenda . Retrieved June 17, 2002, from Online Journal of Peace and Conflict Resolution 1.5: http://members.aol/com/peacejnl/revfish.htm
Journal Artic
Baker, Scott K. (1995). Curriculum-Based Measurement of English with Bilingual Hispanic Students: A Validation Study With Second-Grade Students. School Psychology Review, 4, 561-578.

Reid, Robert. (1995). Assessment of ADHD with Culturally Different Groups: The Use of Behavioral Rating Scales. School Psychology Review, 4, 537-560.

Small, Margaret. (2001). School Violence: An Overview. Juvenile Justice Journal, 1, 1-18.

Webb, Michael. (2000). Multicultural Education in Elementary and Secondary school.. Eric Digest Number 67, 67  (ED327613). Retrieved June 24, 2002, from http:://www.ed.gov/databases/Eric Digest/ ed32613,.html

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