The school systems continue to experience ethnic desegregation, making it a global concern. Interethnic relations have a significant effect on the United States schools with students’ interactions and learning outcomes being affected. Subsequently, policies that promote inequality in institutions of learning, being slow to curriculum reforms, and learners’ resistance to the all-inclusive education system lead to challenges in positive interethnic experienced in learning institutions.
The use of policies that promote inequality among students may encourage ethnic discrimination in the school. The rating of the learning institutions based on students’ performance regardless of attention on other factors like psychological and cultural well-being is a threat to positive interethnic relations ( Thijs & Verkuyten, 2014) . Cultural groupings differ in terms of cultural characteristics since there are people from deprived communities that have unsatisfied needs. Thus, the policies should be inclusive of all requirements of every individual.
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Institutions that are slow to curriculum encourage negative interethnic relations. Innovation is essential in ensuring institutional culture succeeds in creating a stable learning culture ( Koppelman & Goodhart, 2005) . It is often difficult for teachers with little knowledge of cultural differences to merge multicultural content into the curriculum. The curriculum that is responsive to different cultures like in religion is fundamental. The teachers can involve parents in discussions where they share ideas on practices that they should acknowledge and understand.
The resistance of learners to issues about race and ethnicity in the curriculum encourages ethnic discrimination. Denial of racial connection, especially some African Americans, is dangerous for the future because it automatically leads to resistance to curriculum adoption ( Thijs & Verkuyten, 2014) . The teachers encounter resistance to discussions on race and ethnicity, and they should be able to build strategies to meet such reactions. Therefore, myths and misconceptions may make it difficult for positive interethnic relations.
Policies that promote inequality in institutions of learning, being slow to curriculum reforms and learners’ resistance to the all-inclusive education system have been proven to lead to challenges in positive interethnic experienced in learning institutions. Diversity needs to be given much attention in the curriculum and policies applied in the school. The stakeholders, like teachers, need to be open to multicultural issues to be able to help in implementing ethnic diversity in the schools. Thus, inclusivity of all cultures is necessary for dealing with racial discrimination among learners.
References
Koppelman, K. L., & Goodhart, R. L. (2005). Understanding human differences: Multicultural education for a diverse America . Pearson/Allyn and Bacon.
Thijs, J., & Verkuyten, M. (2014). School ethnic diversity and students' interethnic relations. British Journal of Educational Psychology , 84 (1), 1-21.
