Emotional and Cognitive Antecedents of Racial Intolerance.

Autor/in	Wright, Doris J.
Titel	Emotional and Cognitive Antecedents of Racial Intolerance.
Quelle	(1996), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adolescents; Children; Cognitive Structures; Educational Environment; Elementary Secondary Education; Emotional Development; Racial Attitudes; Racial Bias; Racial Differences; Racial Discrimination; Racial Identification; School Psychologists + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Cognitive structure; Kognitive Struktur; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gefühlsbildung; Rassenfrage; Racial discrimination; Rassismus; Rassenunterschied; Racial bias; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	Psychologists and educators have struggled to understand the devastating influence of racial intolerance on children, on their personality development, and on their academic growth. The emotional and cognitive elements that underlie racial intolerance, along with its theoretical underpinnings, are examined in this paper. It is believed that five factors shaped the evolution of intolerance: (1) prejudice, which includes the desire for rigidity in the social order; (2) racial identity, or the way in which a child constructs a view of self as a racial person; (3) worthlessness, or self-loathing; (4) distrust arising from the breaching of expected interactions; and (5) cultural world view, or the way a child makes sense of everyday things. All of these elements are discussed within the developmental context. It is argued that racial intolerance manifests itself in a variety of self-defeating and psychologically harming ways for children. Such children are insecure and uncertain about the value of cultural difference. School psychologists must take leadership in helping schools address issues of racial intolerance and prejudice; five redefined roles for school psychologists are outlined: (1) identify the developmental markers of racial identity; (2) develop testing and lifestyle protocols for early identification of racial intolerance; (3) develop effective systemic treatment strategies; (4) learn new consultation roles; (5) accommodate culturally and racially diverse family systems. School professionals are challenged to redefine their existing roles in culturally sensitive ways so that they can support children grappling with racial acceptance and racial self-liking. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC