Book Analysis

Tatum (2003) highlights the tendency of people from the same race to group themselves together.

Tatum (2003) presents the scenario of a racially mixed high school where children from different ethnic communities group themselves according to their race.  White, black and Hispanic students group themselves into groups of black, white and Hispanic groups.  Tatum (2003) points the predicament is not only prevalent in schools, but is also evident in colleges, faculty lounges and corporate institutions.  The author describes the grouping as a self-segregation problem, in which individuals identify themselves with persons of their race.  Learning and corporate institution may create the impression that they have embraced diversity, but the tendency such as ethnic grouping are indicators that the society is still adamant ion emphasizing on their race or ethnicity.

Tatum (2003) indicates a failure by teachers and parents to educate their children on racial issues. The society may have become racially-diverse; however, the problem of race persists.  Members of the society are cautious not to appear racist, in their actions or talks.  The white community, for instance, is cautious of words and terminologies that may be as racist.  The colored community, on the other hand, withholds the realities of racism from the children.   Tatum (2003) calls for societies to embrace straight-talk on racial identities to boost communicate across racial and ethnic divides.

Application to Educators

Educators such as teachers and counselors must ascertain that students embrace diversity.  When students join the school at kindergarten, they are least concerned with factors associated with race and skin color.  However, as they get to adolescence, they begin to seek an identity.  Educators must provide students with guidance on the importance of perceiving themselves beyond their skin color.  The association of students into their ethnic groups is because of inadequate information about their identity (Tatum, 2002).

 Educators can talk to the students about the facets of racism, prejudice and stereotyping.   Additionally, the educator can also make the students knowledgeable of their duties, in relation to the reduction of racism, in the society.   The educators can emphasize on the need to embrace other cultures by making friends with other students.  The educators will also emphasize on the dangers of grouping according to ethnicity and how it fuels discrimination and racism.  The educators have the potential to have a long-term influence on the behavior of the students, in relation to communication and relation with individuals from other races. 

Educators can also teach racism and tolerance as a unit, in the classroom. The discussion on race will enable students to comprehend the different facets of race and how students can promote racism, without their knowledge.  Educators can help students to overcome their group tendency by   assigning group assignments to individuals from different races. Initially, the students may have a difficult time relating or communicating; however, they eventually establish communication and relation means that enhances their personal relations.

 Counselors can also be influential in helping students to change their perception of other races.   Counselors can enlighten students on the effective strategies that they can adopt so as to enhance communication and relation with students from other races.  Counselors can also counsel students and get insights on their concerns over their relation with other races. Counselors can help individuals to eliminate stereotypes that emerge in diverse populations. The counselor can also organize cross-racial dialogue so as to increase familiarity of other races.  The counselor can organize class discussions about different races.  The instructor will ascertain that he integrates students from different races.  The diversity of races in the discussion will enable the students to share ideas and learn about other races (Tatum, 2002).  Cross racial conversations and the promotion of social change through education enhances the acceptance of racial differences.  The change of perception of other races, to a positive focus enhances communication and relationship formation among students.

Application for Educational System and Global Education

The emphasis of embracing racial diversity within learning institutions entails revising the current curriculum to emphasize on embracing racial diversity.  Learning institutions have become the base of cultural diversity.  Schools absorb students from different cultures, races and ethnic groups.   The revision of the curriculum to integrate a course of culture appreciation can provide students with a platform, to learn and appreciate other cultures.  The course will focus on enabling learners to appreciate other cultures rather than perceive race as a marker of differences (Tatum, 2002). 

 Learning institutions can also integrate cultural displays where different races get an opportunity to display their culture and traditional practices.  The curriculum will require other students to participate in the cultural exercise that the group presents.  The involvement of the class in cultural themes practiced by other population can lead to increased appreciation for other cultures.  Students are naturally curious, and their involvement in practices performed by other cultures can lead to appreciation and respect, for other culture.  Students who get time to learn about other culture have the chance to mingle, share knowledge and from friendship that go beyond the cultural and ethnic differences.

 Schools can also introduce role-playing activities.  Role playing activities, in relation to acceptance of other ethnic groups, can minimize discrimination.  In role-playing, students are given tasks that highlight the racial and ethnic practices of other groups.   The introduction of role-playing in the educational system will aim to help students visualize other people culture and race.   Role-playing activities will be  with activities aimed at educating students about other races.  Education on other culture empowers students.  The provision of education will enable the students appreciate the equality of races and thus minimize the perception that some communities are superior to others.

Conclusion

 Tatum (2003) writes a text that emphasizes on the acceptance of racial differences in society. The society appears to have accepted the existence of racial differences, in society.  However, a different group keep to each other; a habit that is evident in academic and corporate institutions.   The society is conscious of the existence of other race but is unsure of how to relate or communicate with them. Educators can play the fundamental role of training their students, on relation and communication with students from other races. 

References

Tatum, B. (2002). Why are all the Black kids sitting together in the cafeteria? New York: Basic Books.

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