Positive discussions between parents and their children on racism are crucial and should be undertaken in the best way. The topic of racism has been raised and spread globally on all media platforms that children can access. This means children are vulnerable to mixed emotions and information that can affect their understanding and behaviors.
Parents are advised to read books that attribute children of different backgrounds and races. It flickers discussions about racial justice. Black parents should assert the humanity of their children. Talking of Floyd, a Black who a white police officer killed. It is quite a hard task since Black children will identify with Floyd. Parents should concede the anxiety and fear of their children and assure them that it will not happen in the future. White parents, too, should insist their children march in solidarity with the Blacks and work against victimization as associates.
Parents must teach their children that they should be polite when talking to police officers. Any action which officers think of them as reaching for weapons should be avoided. To avoid unnecessary harm. Guardians should give hope to their children by taking them to protest as they believe in change and not the past. They should also tell their Black children about melanin and how it affects their skin color (Underhill, 2018). They should help them understand that it has no harmful to be browner since their melanin varies.
Parents should have an interactive session with their children and get to know what they know and how they think. This allows sharing your experiences, ideas, and questions and providing some context that they were not aware of at their young age. Kids can think more conceivably about racism, injustice, and violent versus peaceful protest. As they grow up, tweens and teens participate in online activism and help others understand racism too.
Reference
Underhill, M. R. (2018, August). Parenting during Ferguson: making sense of white parents’ silence. Ethnic and racial studies, 41(11), 1934-1951. https://doi.org/10.1080/01419870.2017.1375132
