Part 1: Discussion: The Discussion must be in APA 7th edition formatting. Each candidate will create an
initial thread discussion consisting of a minimum of 700 words.
Part 2:Discussion: The Discussion must be in APA 7th edition formatting. Each candidate will create an
initial thread discussion consisting of a minimum of 700 words.
Part 3: Analysis of Approaches final assignment. I reattached the topic proposal, which is the draft. It
should give you a foundation.
Part 4:Letter to Principal Response Assignment
Part 1 & Part 3 comes with a course textbook that you may reference if you need to, but you are not
required to cite it as a source; however, remember you must have scholarly sources in all assignments.
Select and respond to 1 of the questions below:
What are the precursors of racial or ethnic violence?
How can you do more than just react to overt conflicts?
How can you maximize the learning potential of conflicts without breaching
confidentiality?
Why do younger students readily play together in diverse groups, whereas older
students tend to self-segregate by race or ethnicity?
What can school leaders do to share information about racial identity development
with staff?
How do proactive leaders create coherence in their efforts to improve interethnic
relations?
How do the dynamics of power influence my role in guiding and facilitating a plan to
promote positive interethnic relations?
Select and respond to 1 of the questions below:
What are the precursors of racial or ethnic violence?
How can you do more than just react to overt conflicts?
How can you maximize the learning potential of conflicts without breaching
confidentiality?
Why do younger students readily play together in diverse groups, whereas older
students tend to self-segregate by race or ethnicity?
What can school leaders do to share information about racial identity development
with staff?
How do proactive leaders create coherence in their efforts to improve interethnic
relations?
How do the dynamics of power influence my role in guiding and facilitating a plan to
promote positive interethnic relations?
Select and respond to one of the questions below:
How have your experiences and social and ethnic background influenced your
perceptions, attitudes, beliefs, and behaviors?
In what kind of school do you serve, and how does this context affect the
development of positive interethnic relations?
What hinders the development of positive interethnic relations in your school?
What supports are already in place at your school that you can build on?
EDUC 848
ANALYSIS OF APPROACHES: FINAL ASSIGNMENT INSTRUCTIONS
OVERVIEW
In this assignment, you will any choose 2 of the 4 multicultural approaches, as stated by JA
Banks (1990), to compare and contrast. Each approach should be linked to current theory and
relevant examples of experience and educational practice. A clear understanding of each of the
principles discussed must be present, as well as a connection to the educational system today.
Additionally, a thorough Christian worldview must also be integrated into the assignment.
INSTRUCTIONS
The assignment must adhere to the following requirements:
Length of assignment; Minimum of 4 pages required.
o Title page, abstract, and reference page are excluded from the page length
requirement.
APA 7th edition format required
Number of citations 4 to 5 sources are required, including a minimum of 3 different
Scriptures.
Acceptable sources (scholarly articles published within the last five years, with the
exclusion of the Banks article, which should be cited)
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
EDUC 840
LETTER TO PRINCIPAL RESPONSE ASSIGNMENT INSTRUCTIONS
Educational leaders in today’s schools are faced with balancing a myriad of current trends and
issues that trickle down and eventually affect the function of their schools. Upon reviewing the
topics below, choose one as the basis to form a response. You will compose a formal written
response surrounding your chosen topic as though the content of the topic was received from a
stakeholder regarding an emerging issue or trend in education affecting your school and/or
district. You should research, and gather supporting information on the topic. Your response
should be written in proper letter format. Your response should demonstrate a scholarly, high-
level approach to answering/replying to a specific issue. You must show evidence of reading of
the text, and thought on the topic. Your reply must include relevant research, which supports
your response. Specifically, you will include a minimum of one (1) scholarly reference.
The list below includes suggestions for current issues upon which you must select one topic to
investigate, gather research and compose a response letter to a stakeholder.
Bullying Prevention
Single Gender Classrooms
Gender Equity in the Classroom
Class Size
Homework Elimination
Standardized Curriculum
Standardized Testing
Retention and Social Promotion
Gifted Programs
Technology in the Classroom
Social Media as an Influencer on the Learner
Extended School Year Calendar (or other altered scheduling)
Charter Schools
School Choice and Vouchers
Graduation Rates
TOPIC PROPOSAL 1
Analysis of Approaches: Topic Proposal
Reginald McKelvin
School of Education, Liberty University
Author Note
Reginald McKelvin
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Reginald McKelvin.
Email: rmckelvin@liberty.edu
TOPIC PROPOSAL 2
Analysis of Approaches of 2 multicultural approaches, as stated by JA Banks (1990).
JA Banks (1990) explained four approaches to multicultural curriculum reform. The first
approach I have chosen for multicultural Curriculum reform is the Transformative Approach.
The approach allows students to view and analyse issues and themes by interacting with diverse
ethnic perspectives. It focuses on infusing several perspectives from various ethnic groups to
form the greater U.S. Society. The approach recognises the inputs of different ethnic perspectives
that contributed to U.S. society today. I choose this approach because it trains the students to be
culturally competent and understands different cultures and their contribution to the conventional
U.S. society. The approach is also essential as it teaches the students to embrace diverse cultures
contributing to the reduction of racism and discrimination based on different ethnic affiliations.
The second approach is the Decision-Making and Social Action Approach. JA Banks
(1990) explained this approach as an approach requiring the students to engage in decision
making and action taking about the identified problem or issue. The approach notes that students
are given an opportunity to study a problem, analyse the situation vis a vis their values and
beliefs, and develop a course of action to address the identified problem. I choose the approach
because it enhances decision-making skills among the students through empowerment, making
them resilient. Further, the approach also ensures sustainability as the students own up to the
process and take relevant actions to address the identified issues. Decision making and taking
necessary measures to address problems are essential for students as they become better leaders
and change agents.
2
Response on Bullying Prevention
Reginald McKelvin
Address
Postal Code
Country
May 26, 2021
The Principal
School
Postal code
Country
Subject: Bullying Prevention
Dear Mr or Mrs…………………
This letter is a response to bullying prevention in the school. With great concern, I have
received information on the rising cases of bullying in the school. Bullying is inhuman and
causes irreparable damage to the physical and mental health of the students; effective strategies
are urgently needed to addressing it (Li et al., 2017). I believe it is time to implement anti-
bullying strategies in the school. The teachers in the school should also have psychological
ownership of the school's anti-bullying strategies. The impact of anti-bullying strategies can only
be seen and felt if there is substantive psychological ownership of the anti-bullying strategies.
Psychological ownership involves commitment and feelings of responsibility for a particular
matter. Teachers should be responsible and obligated to see the end of bullying by continuously
encouraging students to stop or reduce bullying.
As the school principal, you should show unwavering leadership in the prevention of
bullying. Ensure leadership by creating a bullying prevention climate (Li et al., 2017). The
3
leadership should involve ensuring all the stakeholders in the school, that is, the teachers,
parents, non-teaching staff, and students share in the prevention of bullying perspectives and
values. Remember, the teachers and the students look up to leaders to behave and leave
accordingly. You should be at the forefront of preventing bullying, which will guide the entire
school in living free from bullying.
I recommend the use of the following anti-bullying strategies to ensure bullying ends
from the school. One strategy is creating awareness of the effects of bullying on the entire
society. Ensuring everyone in the school compound embraces anti-bullying, there is a need for
the school to know that bullying is wrong and causes severe effects on the entire school. Another
strategy is establishing an anti-bullying club where students gain anti-bullying skills and
encourage peer support among the students—organizing seminars and workshops aimed at
educating students on reducing bullying from the school. Another strategy that can be very
effective is teachers coaching and mentoring students who had previously engaged in bullying in
the school. The strategies may be few, but they will be effective if implemented well (Chen,
2018).
I believe utilizing these anti-bullying strategies, providing exemplary leadership, and
ensuring teacher's psychological ownership; bullying will be reduced drastically in the school.
You can count on our unwavering support as you implement the strategies and prevent bullying
in school. Please contact me using the contacts attached below in case of any help and advice on
the same.
Sincerely
Stakeholder
Contact
Liberty University
4
References
Chen, L. M. (2018). School-based anti-bullying strategies in Taiwan and their effects. Studies in
Educational Evaluation, 59, 218-223. https://doi.org/10.1016/j.stueduc.2018.09.004
Li, Y., Chen, P. Y., Chen, F. L., & Chen, Y. L. (2017). Preventing School Bullying:
Investigation of the Link between Anti‐Bullying Strategies, Prevention Ownership,
Prevention Climate, and Prevention Leadership. Applied psychology, 66(4), 577-598.
https://doi.org/10.1111/apps.12107
1
Discussion: What hinders the development of positive interethnic relations?
Reginald McKelvin
School of Education, Liberty University
Author Note
Reginald McKelvin
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Reginald McKelvin.
Email: rmckelvin@liberty.edu
2
Part 2: Discussion: What hinders the development of positive interethnic relations in your
school?
The world today is a global village owing to the advancements of technology and
globalization. This advancement translates to the movement of people from one nation or one
area to the other thus; interactions go beyond ethnic and race to interethnic relations. Like any
different social setting, schools are currently experiencing an influx of a student body comprised
of students from various ethnic groups. Historically, people were discriminated against and
continue to be determined upon based on their ethnic affiliations. The discriminations and
segregations based on an individual's ethnic group have for a long time impeding the
development of positive interethnic relations in my school. Most students have been socialized in
the homes and societies not to accept individuals hailing from a particular ethnic group (Predko,
2020). For instance, students hailing from white backgrounds are advised against interacting and
making friends with students from African, Latinos, or Hispanics, and vice versa also happens.
This socialization into discriminating and segregating students from a different ethnic group is a
significant impediment to developing positive interethnic relations in school.
Differential treatment of the staff, both teaching and non-teaching staff at the school, due
to their ethnic background is another factor that hinders positive interethnic relations in my
school. Discrimination and segregation are also experienced among the employees of the school.
Most staff relate with staff members from their ethnic background and shun any relations with
teachers from a different ethnic group. The teachers also pick on students who hail from various
ethnic groups as they show unmerited favor to students from their ethnic group. This
discriminatory behavior by teachers who are majorly looked upon as role models for the students
encourages ethnicity among the students (Thijs, 2017). This phenomenon happens because most
3
students look up to their teachers. If teachers themselves are discriminated against by their fellow
teachers and other students, they feel and see it as the right thing to do. This interweb of
discrimination and unfair treatment based on ethnic affiliations hinders positive interethnic
relations in the schools.
A school culture that promotes discrimination based on ethnic grounds impedes the
development of positive interethnic relations. Organization or School culture refers to the beliefs
and values practiced in a given environment. The culture at my school is made up of segregation
based on racial and ethnic backgrounds. The discrimination is evident in the organization of
classes, playgrounds, and dining areas. In all these sectors, there are specific areas where
students from white backgrounds carry out their activities; there are corners for African
Americans; there is also an area for Hispanics. Most students are found in groups of friends
hailing from the same ethnic background. This culture has been in existence since the formation
of the school and has dramatically hampered all the activities and initiations geared towards
encouraging positive interethnic relations. The school lacks a multicultural culture making it
difficult to handle any interethnic issues or conflicts in the school (Vervaet et al., 2018). Instead,
these conflicts worsen the interethnic relations in the school.
In my school, the composition of clubs is aligned along ethnic lines. This is another
phenomenon that hinders the development of positive interethnic relations. Most of the clubs
comprise one particular ethnic group, which inhibits and makes it impossible for students from
other ethnic groups to join the clubs. The majority of the clubs are made up of students hailing
from the white race, and a few have students of African American or black origin, while only a
few have Latinos. Latino or black students interested in science clubs which are dominantly
composed of white students, remarkably lose an opportunity to learn more in science. Clubs are
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extra curriculum activities linked to positive student engagement for eventual positive academic
achievement (Knifsend et al., 2018). Failure or exclusion of students from the clubs due to ethnic
lines affects the students' performance and academic achievements in school and even after
school and acts as an impediment in interethnic relations among the students. The socialization,
segregation, racism, and inequalities that cause discrimination along ethnic or racial lines have
been instrumental in encouraging further prejudices at the schools, which hinders the
development of positive interracial relations in my school.
5
References
Knifsend, C. A., Camacho-Thompson, D. E., Juvonen, J., & Graham, S. (2018). Friends in
activities, school-related effect, and academic outcomes in diverse middle schools.
Journal of youth and adolescence, 47(6), 1208-1220.
https://link.springer.com/article/10.1007/s10964-018-0817-6
Predko, V. (2020). ETHNIC IDENTITY IS THE MAIN FACTOR OF SOCIALIZATION.
Sciences of Europe, (48-4 (48)). https://cyberleninka.ru/article/n/ethnic-identity-as-the-
main-factor-of-socialization
Thijs, J. (2017). Student-Teacher Relationships and Interethnic Relations. The Wiley Handbook
of group processes in children and adolescents, 416-434.
https://doi.org/10.1002/9781118773123.ch20
Vervaet, R., Van Houtte, M., & Stevens, P. A. (2018). Multicultural school leadership,
multicultural teacher culture, and the ethnic prejudice of Flemish pupils. Teaching and
Teacher Education, 76, 68-77. https://doi.org/10.1016/j.tate.2018.08.009
TOPIC PROPOSAL 1
Analysis of Approaches: Topic Proposal Final
Reginald McKelvin
School of Education, Liberty University
Author Note
Reginald McKelvin
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Reginald McKelvin.
Email: rmckelvin@liberty.edu
TOPIC PROPOSAL 2
Part 3: Analysis of Approaches final assignment
Abstract
Multicultural education is a necessity in the 21st Century. It entails fostering inclusivity,
diversity, and equitability in the schools. Its achievement is only possible with the overhaul of
the current education system by making considerable changes in the school curriculum. This
paper analyses two approaches out of four approaches proposed by JA Banks. The two
approaches are the Transformative approach and Decision-making and social action approach.
Transformative learning theory and Constructivist learning theories elaborate further on the two
approaches. The two approaches encourage students to understand the dynamics and causes of
monoculture in schools and develop transformative solutions towards inclusivity and diversity.
However, integration of these approaches requires more than just changing the curriculum. It
requires retraining of teachers and administrators in the education sector to be culturally
competent and make considerable changes to the educational materials to include various
cultural, racial, and ethnic perspectives. The inclusion of culturally diverse content in educational
materials is essential in the realization of multicultural education. The paper has also
incorporated the biblical perspective on diversity and inclusion.
TOPIC PROPOSAL 3
Introduction
The diversity in the world today calls for a multicultural approach in all sectors
and especially in the education sector. The push for multicultural education began in the 18th
Century. Its major goal is to reform the education system by enduring equality educational
access to students from diverse ethnic, racial, and social-class groups (Banks, 1993). In addition,
multicultural education aims to ensure both males and females students have an equal chance of
succeeding in the education arena. The approach seeks to ensure inclusion of all as stated in the
Book of Galatians 3: 28 "There is neither Jew nor Greek, there is neither bond nor free, there is
neither male nor female: for ye is all one in Christ Jesus" (King James Bible, 2021). The Bible
notes that every individual, regardless of their race, culture, social class, gender, or ethnic
background, is equal and should have equal access to education as proposed by the proponents of
Multicultural education. To establish a multicultural education, Banks came up with four
approaches to multicultural curriculum reforms: the Contributions Approach, Additive
Approach, Transformation Approach, and Social Action and decision-Making approach. In this
paper, I will analyze the Transformation Approach and the Decision Making Approach.
Transformation Approach
Banks (1993) noted that the transformation approach aims to reform the education
curriculum to encompass diversity. Its goal is to enable students to view concepts, events,
themes, and issues from diverse perspectives. They include the lens of cultural, ethnic, and racial
lenses in addressing issues in society. This approach also allows students to interact with diverse
ethnic, cultural, and racial perspectives. Further, the students get an opportunity to evaluate and
understand how various cultural, racial, and ethnic groups contributed to the formation of the
current U.S culture and society. The school curriculum showcases various perspectives based on
TOPIC PROPOSAL 4
the diverse cultures, races, and ethnicities in society. Besides, incorporating all diverse cultures
in the school curriculum reduces discrimination based on ethnic, social-class, and race and
empowers the historically disadvantaged racial, ethnic and cultural groups. The transformation
approach can be likened to Romans 12:2, which states, "And be not conformed to this world: but
be ye transformed by the renewing of your mind, that ye may prove what that good is, and
acceptable, and perfect, will of God" (King James Bible, 2021). The verse encourages
transformation of the mind just as the approach to multicultural curriculum reform encourages
and teaches transforming thinking and actions from monoculture to multicultural.
The transformation Approach to multicultural curriculum reforms can be linked to
transformative or transformation learning theory. Jack Mezirow developed transformative
learning theory. The theory is based on the premise that learners can change their thinking in
new information or new learning. It describes how people use critical self-assessment and
reflection to change their beliefs as it focuses on changing perspectives. The theory notes that
learners have different expectations, assumptions, perspectives, and beliefs about the world
around them. These beliefs and perspectives are derived from an individual's society, culture, and
personal experiences that shape a person's life from childhood (Mezirow, 2018). Mezirow
believed that these experiences could be changed or transformed using two forms of learning,
namely Instrumental and Communicative learning. Instrumental learning involves identifying the
cause or effects of situations and issues and working towards addressing them. Communication
learning involves learning or gaining skills to express feelings, emotions, and wishes (Mezirow,
2018). This theory is essential in the transformative approach of multicultural curriculum reform.
Since childhood, students have been socialized into racism and discrimination based on cultural
and ethnic differences since childhood, leading to their views and perspectives on diverse
TOPIC PROPOSAL 5
cultures. With transformation learning, the teachers need to teach the students the historical
causes of racism and develop solutions to address the issues. Further, they can learn how to
interact with others from diverse cultures and embrace cultural diversity.
The transformation begins with the educational institutions and the teachers or tutors
engaging in learning to the students. The approach requires significant changes in the current
curriculum, retraining of education leaders and teachers, and inclusive and diverse education
materials written based on various cultural, ethnic, and racial groups. The teachers,
administrators, and leaders in the education system need to be culturally competent to
acknowledge, understand and embrace students hailing from diverse cultures, races, social
classes, and ethnic groups. The approach requires continuous professional development for all
involved and especially teachers. Today's education system relies on a monoculture curriculum
that is racist and does not support exclusion. In the United States, most schools are occupied by
students hailing from one racial or social class. In schools where there are several cultures or
ethnic groups, there's outright racism and discrimination. The transformative approach to
multicultural curriculum reform and education promoted equal educational opportunities and
advocates for inclusion and diversity (Grant & Chapman, 2021). An example is having a teacher
explain or teach a phenomenon from different perspectives, for instance, Indian Perspective,
African Perspective, Asian Perspective, and Native American Perspective, which brings diversity
and allows students to embrace other cultures.
Decision-Making and Social Action Approach
The decision-making and social action approach is closely linked to the transformation
approach. It includes identifying the social issues, gathering information regarding the identified
issues, clarifying one's values and beliefs, making decisions regarding the issues, and finally
TOPIC PROPOSAL 6
taking actions to resolve the issues. The students are required to engage in this process of solving
problems in society (Banks, 1993). This approach is necessary as it equips students with skills in
addressing pertinent issues in society. In multicultural education, a teacher can introduce a topic
on discrimination or racism in class, discuss and analyze the issue, make decisions regarding
addressing the issue, and take action by establishing and improving racial relations in the school.
This approach is guided by Luke 6:31, which states, "And as ye would that men should do to
you, do you also to them likewise." The verse guides students to think about how they would like
to be treated and start treating others regardless of their race or ethnic group or social class, or
culture.
The Constructivist learning theory provides a theoretical framework for the decision-
making and social action approach to multicultural curriculum reform. The theory denotes that
learners or students construct new knowledge as they engage in problem-solving (Clark, 2018).
The students in this theory are active participants of learning as they engage in learning about an
issue, gather more information and data on the issue, and decide the action to take to solve the
issues. The teachers are facilitators of learning as their role is to provide a collaborative problem-
solving environment. The students then engage in the process of constructing new knowledge
based on the topic under study. In the example of racism or discrimination based on race, the
students will engage in the process of learning more on the topic and decide on the way to act to
ensure that discrimination based on race ends at the school and there are positive interethnic
relations in the school.
The decision-making and social action approach is an excellent way of ensuring students
are proactive in constructing new knowledge and engage in problem-solving by taking
considerable actions to address the problem (Arphattananon, 2018). The approach may require a
TOPIC PROPOSAL 7
considerable change in the current education system. The current education system focuses on
the teacher instilling knowledge on students while this approach advocates for student-led
learning. The approach is an effective teaching method as students learn at their own pace and
gain substantive and lifelong decision-making skills and action-taking, unlike the current
teaching method, which relies on the learn-memorize-assessment kind of learning. Further, the
approach is sustainable as the students own up to the process and become excellent change
agents in society.
Conclusion
The connectedness, globalization, and influx of immigrants are just but a few factors that
call for multicultural curriculum reforms. The education sector has always faced racism and
discrimination challenges. The effects are continued segregation and oppression of individuals
just because they are different. This discrimination and segregation are worse in the schools, and
the students graduating from schools continue these discriminations after school and in the
workplace. JA Banks recommended four approaches to multicultural curriculum reforms. In this
paper, I have analyzed two approaches; transformative and social action approaches. The
transformative approach involves transforming learners' minds, beliefs, values, and perspectives
from a racist perspective or monoculture into a diverse and multicultural perspective. The
decision-making and social action approach focus on students engaging in understanding and
obtaining knowledge on a particular issue, decide on how to solve the issue, and engage in action
taking to solve the identified problem. The two approaches encourage diversity and inclusion
regardless of cultural, ethnic, economic, or racial differences. The transformative and
constructionist theoretical framework elaborates the approaches further. The Bible also
encourages individuals to embrace diversity and inclusion for all since we are all the same.
TOPIC PROPOSAL 8
References
Arphattananon, T. (2018). Multicultural education in Thailand. Intercultural Education, 29(2),
149-162. https://doi.org/10.1080/14675986.2018.1430020
Banks, J. A. (1993). Approaches to multicultural curriculum reform. Multicultural education:
Issues and perspectives, 2, 195-214. https://www.pcc.edu/teaching-learning-center/wp-
content/uploads/sites/95/2018/11/multicultural-banks.pdf
Clark, K. R. (2018). Learning theories: constructivism.
http://www.radiologictechnology.org/content/90/2/180.extract
Grant, C. A., & Chapman, T. K. (2021). Multicultural Education: A Foundation of Curriculum
Studies (CS). In Oxford Research Encyclopedia of Education.
https://doi.org/10.1093/acrefore/9780190264093.013.1099
King James Bible. (2021). Official King James Bible Online: Authorized King James Version
(KJV). https://www.kingjamesbibleonline.org
Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp.
114-128). Routledge.
https://www.taylorfrancis.com/chapters/edit/10.4324/9781315147277-8/transformative-
learning-theory-jack-mezirow
Outline
Topic: Education and teaching multipart questions
I. Part 1: Discussion – Precursors of ethnic or racial violence
A. Competition over resources (Olzak, 1987)
B. Inequalities (Buehler, 2017)
C. Historical Injustices (Waters, 1996)
D. Socialisation on racial stereotypes (Mastro, 2017)
II. Part II: Discussion – What Hinders the development of positive interethnic relations
A. Socialization into discrimination and segregation (Predko, 2020)
B. Differential treatment of staff (Thijs, 2017)
C. School culture (Vervaet et al 2018)
D. School clubs aligned along ethnic lines (Knifsend et al,. 2018)
III. Part III: Analysis of Approaches
A. Transformation Approach
B. Decision-Making and Social Action Approach
IV. Part IV: Response – Letter to the Principal (Bullying Prevention)
A. Psychological Ownership (Li et al.,2017)
B. Prevention leadership (Li et al,. 2017
C. Anti-bullying strategies (Chen et al, 2018)
1. Creating awareness on bullying
2. Establishment of anti-bullying clubs
3. Encouraging students to gain prevention and anti-bullying skills
4. Teachers coaching and mentoring students that had been involved in bullying
1
Discussion: Precursors of ethnic or racial violence
Reginald McKelvin
School of Education, Liberty University
Author Note
Reginald McKelvin
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Reginald McKelvin.
Email: rmckelvin@liberty.edu
2
Part 1: Discussion: What are the precursors of racial or ethnic violence?
Racial or ethnic violence refers to aggressive behaviors towards a specific group of
individuals viewed to hail from a particular race or ethnic group. In some instances, a racial or
ethnic group can instigate violence against another group to show superiority over the other.
Discrimination and oppression based on ethnic or racial differences between various racial or
ethnic groups are the major precursors to violence. Ethnic or racial violence can be linked to
economic, social, and political factors. High levels of immigration and competition over
resources, such as jobs, housing, and other resources, are likely precursors to racial or ethnic
violence (Olzak, 1987). For example, in the United States, the whites feel threatened by the
influx of other races in the country, such as blacks, Hispanics, and Latinos. They fear that these
people migrating to the government will take over and utilize their resources, leaving them
economically disadvantaged. The feelings of competition and fear of losing their native
resources influence them to engage in hateful and violent actions towards the other races. These
factors show that the conflicts are not affected by the ethnic or cultural differences of the people
but rather by the social, political, and economic inequalities.
The social and political systems in nations that encourage and lead to inequalities
between various ethnic or racial groups contribute to conflicts and violence among the groups.
Most inequalities in the social, economic, or political settings are felt. Suppose one group of
individuals think that the social, political, and economic systems are designed to marginalize and
discriminate them from benefits. In that case, they develop violent tendencies towards ethnic or
racial groups deemed beneficiaries of the systems (Buehler, 2017). Further, if the groups feel that
their grievances are not addressed and do not offer solutions for the marginalization, conflict
occurs. Before violence occurs, feelings of marginalization of one ethnic or racial group for the
3
benefit of the other are evident and predominant. An example of a system that encourages
inequalities is the police system, the use of police force on blacks to the extent of causing deaths
in the United States. The other races, predominantly white race are not meted with extreme
police force like the blacks—these inequalities in the system push for violent outbursts between
the races.
Some studies have highlighted historical dispositions as another cause of racial or ethnic
violence. Historically some racial groups were seen as lesser beings and their place being slaves
while other races were seen as superior. For instance, in the 17th and 18th centuries, the blacks
worked as slaves in the vineyard and industries while the whites were the superior race. These
superiorities of one race over the other led to long-term racial problems between the whites and
the blacks (Waters, 1996). The racial issues based on historical experiences have significantly
contributed to the violence based on ethnic or racial grounds. The historical experiences also
contributed substantially to the segregation of one racial group in the social-economic sector and
political arenas. Historically, the blacks who historically are considered the inferior race continue
to receive these segregations economically, politically, or socially, which instill violent feelings
and tendencies towards the white race. The historical injustices elicited significant levels of
mistrusts between races which significantly contribute to the racial violence.
Another precursor to ethnic or racial violence is a misrepresentation of the races by social
or mainstream media outlets. The 21st century is a hub for technological advancements and easy
access to information through Information, Communication, and Technology. Globalization has
also made it easier for movement across the globe. This flow of information and people across
the world denotes the flow of data quickly across the globe. The media, both mainstream and
social media, significantly impact how society views races and ethnic or cultural differences of
4
different people. The media has kept the racial stereotypes alive and contributes to widespread
racism among other races (Mastro, 2017). When people consume images and messages about
particular racial groups as depicted by the media, they form an inclination towards the racial
group, contributing to violence. For instance, the media portray black men as criminals, which
influences the thoughts and views of other races about black men. Society's perceptions of black
men as criminals influences their violent tendencies towards black people contributing to ethnic
or racial violence.
5
References
Buehler, J. W. (2017). Racial/ethnic disparities in the use of lethal force by US police, 2010–
2014. American journal of public health, 107(2), 295-297.
https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2016.303575
Mastro, D. (2017). Race and ethnicity in US media content and effects. In Oxford research
encyclopedia of communication.
https://doi.org/10.1093/acrefore/9780190228613.013.122
Olzak, S. (1987). Causes of ethnic conflict and protest in Urban America, 1877–1889. Social
Science Research, 16(2), 185-210. https://doi.org/10.1016/0049-089X(87)90016-0
Waters, M. C. (1996). Ethnic and racial groups in the USA: Conflict and cooperation. Ethnicity
and power in the contemporary world, 134-136.
https://archive.unu.edu/unupress/unupbooks/uu12ee/uu12ee0o.htm
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Bullying Prevention
Reginald McKelvin
Principal
Liberty University
United States of America
May 30, 2021
The Stakeholder
Address
Country
Subject: Bullying Prevention
Dear Mr or Mrs…………………
This letter is a response to your concerns about increased cases of bullying in the school.
It is indeed true that the school has been experiencing a lot of cases of bullying. However, we are
currently implementing several strategies to ensure the matter is dealt with holistically. Bullying
is inhuman and causes irreparable damage to the physical and mental health of the students;
effective strategies are urgently needed to addressing it (Li et al., 2017). It is based on this
justification that, as a school, we have developed several measures aimed at implementing anti-
bullying strategies in the school. The first initiative that we have developed is ensuring
psychological ownership of anti-bullying strategies by the teachers. The impact of anti-bullying
strategies can only be seen and felt if there is substantive psychological ownership of the anti-
bullying strategies. Psychological ownership involves commitment and feelings of responsibility
for a particular matter. Having the teachers responsible and obligated to see the end of bullying
by continuously encouraging students to stop or reduce bullying in our scorecard will
significantly contribute to the war on bullying.
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As the school principal, I intend to provide unwavering leadership in the prevention of
bullying. My leadership approach towards bullying to create a bullying prevention climate (Li et
al., 2017). This leadership approach involves ensuring all the stakeholders in the school, that is,
the teachers, parents, non-teaching staff, and students share in the prevention of bullying
perspectives and values. I thus expect a lot of cooperation and support from you and all the other
stakeholders. Remember, the teachers and the students look up to leaders to behave and leave
accordingly. I believe we as school leaders should be at the forefront of preventing bullying,
which will guide the entire school in living free from bullying.
I have instituted the following anti-bullying strategies to ensure bullying ends from the
school. One strategy is creating awareness of the effects of bullying on the entire society. We
have started organizing seminars and workshops to educate students on the negative effects of
bullying and how to end and prevent bullying among themselves. Another strategy is
establishing an anti-bullying club where students gain anti-bullying skills and encourage peer
support. In addition, our teachers are engaging in coaching and mentoring students who had
previously engaged in bullying in the school. The strategies may be few, but I am confident that
they effectively prevent bullying (Chen, 2018).
By utilizing these anti-bullying strategies, providing exemplary leadership, and ensuring
teacher's psychological ownership, we will drastically reduce bullying. I also count on your
unwavering support in the fight against bullying and in implementing anti-bullying strategies to
prevent bullying in school.
Sincerely
The Principal
Liberty University
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References
Chen, L. M. (2018). School-based anti-bullying strategies in Taiwan and their effects. Studies in
Educational Evaluation, 59, 218-223. https://doi.org/10.1016/j.stueduc.2018.09.004
Li, Y., Chen, P. Y., Chen, F. L., & Chen, Y. L. (2017). Preventing School Bullying:
Investigation of the Link between Anti‐Bullying Strategies, Prevention Ownership,
Prevention Climate, and Prevention Leadership. Applied psychology, 66(4), 577-598.
https://doi.org/10.1111/apps.12107
