Talking About Racism
by Diana BohmerWhen most people think about the words "race relations," "racism," and "diversity" the image of a school classroom isn't the first thing they see. But this is the place where America's future is being forged every day. Are American students failing the test when it comes to learning about diversity?
Beverly Daniel Tatum is the author of Why Are All the Black Kids Sitting Together in the Cafeteria? She is an authority on race relations and dean of Mt. Holyoke College.
Q: In schools, in colleges, and in companies, why are all the blacks frequently sitting together in the cafeteria?
A: Different groups have different needs, and people of color have a strong need for connection and empowerment. What you see in the cafeterias are affinity groups: separate "spaces" that facilitate positive identity exploration, where people can pose questions and process issues.
Particularly for adolescents of color, identity is a very important issue, and they need the support that an affinity group provides. Whites don't always understand this, even though they also benefit from separate spaces for discussing race -- it's an educational opportunity for them.
The shared goal in making affinity groups available is to interrupt the cycle of racism. For white people, this might involve processing their reactions to racism: typically, shame and guilt. For people of color, it might be anger. Affinity groups also help individuals participate in larger, blended groups. They are good for overall community-building.
Q: What's the difference between racism and prejudice?
A: Racism is a system of advantage based on race. And you have to ask yourself, who is advantaged by this system, and who is disadvantaged? In the U.S., it's the white people who are advantaged. I'm not saying that all white people are actively racist. The question is, are you actively anti-racist? There's no such thing as being passively anti-racist.
We're all prejudiced. We all have misinformation about people different and like ourselves, and we're all exposed to stereotypes. Prejudice is like smog: no one says, "I'm a smog-breather", but if you live in a smoggy place, it's hard to avoid breathing it. When I hear someone say, "There's not a prejudiced bone in my body," I say, look again. Because there are bones in there that you may not want, but they're there.
Q: You mentioned in a speech that critical thinking is the key to interrupting the cycle of racism. How can parents and teachers encourage kids to think critically about stereotypes?
A: Ask them questions, and encourage them to ask questions about what they read, see, and hear. If your kids are watching TV, prompt them with questions like, "Do you really think that all Latinos act like that?" "Why is it that there are no black people on Seinfeld?" Soon your kids will begin to point out patterns and stereotypes to you. You just need to get the ball rolling.
Q: Why is it so hard to talk about race in school?
A: People are afraid of conflict. The fear is, if you talk about race, you will generate conflict. But we all need to talk about it. Many teachers make the mistake of thinking that kids are colorblind, so they don't have to handle race issues with them. But this avoidance just makes kids' questions go unanswered. They do notice differences, and they need to talk about it.
Teachers can have some of the same conversations that parents have with kids. In fact, the fact that teachers have multiple children with differences makes the classroom a logical place for talking about race. And teachers need to pay attention and respond to the discussions that kids are having with each other. There are many materials teachers can use, age-appropriate books, and movies.
This is all about preparing kids for leadership in the 21st century. Everyone pays a price for racism. Racism harms white people as well as people of color, particularly in terms of the rising tide of fear and violence that exist when people don't know how to cross racial boundaries.
