EDUCATION AND PREJUDICE:. Unraveling the Relationship*

Adult Learners and AIDS Artwork

“…Hogan and Mallot (2005) found, "Completing a college level course in race and gender issues did indeed reduce prejudice toward African Americans in students" (p. 123). These findings are consistent with the contentions of Shaefer (1996) who argues education itself is not the answer to reducing prejudice, but rather education created with the explicit purpose of highlighting issues not typically addressed in the classroom. Conceptually, it is reasonable to believe that the same logic in designing education courses about race and gender may be applied to the development of courses that grapple with HIV/AIDS topics.…”

School choice and racial segregation in US schools: The role of parents’ education

“…Under school choice, where new opportunities for whites to avoid racial minorities in public schools may emerge, who is most likely to take into account public school racial distributions in making schooling decisions? We focus this paper on the role of educational level of parents, in part because the more educated should most strongly reflect the overall trend in the US toward more liberal racial attitudes (Hyman and Wright 1979;Weil 1985;Schaefer 1996). Several studies of school choosers do exist (Sandy 1989;Lankford and Wyckoff 1992;Schmidt 1992;Lankford, Lee and Wyckoff 1995;Henig 1996;Martinez, Godwin and Kermerer 1996;Witte and Thom 1996;Smrekar and Goldring 1999;Fairlie and Resch 2002), and most confirm that parent educational level is positively associated with school choice (Levin 1998).…”

The Marginalization of Ethnic Minority Students: A Case Study of a Rural University

“…This occurs within the context of the continuing focus on and debate about multicultural curricula and methodologies, diversity, and recruitment and retention efforts to increase the diversity of the student and faculty populations at universities. Schaefer (1996) underscores the problems associated with recruitment arid retention of students and faculty of color and notes that despite such efforts, university campuses remain overwhelmingly European American. He points out the specific problems experienced by campuses in the United States associated with lack of faculty of color in full-time tenured positions; the Eurocentric orientation of the curricula; and the occurrence of overt displays of intolerance, "inflammatory symbols" (p. 3), and outright victimization of students of color.…”