Simple exposure to diversity is not an adequate method for eliminating the perception of racial divisions. In fact, studies that examined the levels of integration in schools found that the more diverse a student population was, the more likely the students were to self-segregate based on race. That is, with more people of other races around them, students of all races were more likely to be friends solely or primarily with members of their own racially identified group. Larger studies have concluded that white males in high school list another white male as their best friend ninety-two percent of the time, with African-American males coming in at an only slightly lower percentage of 85% towards self-selecting friends of their own race. All of this leads the authors to suggest that children be talked to about race the same way they are talked to regarding gender, with regular reinforcement of equality without ignoring the issue altogether.

Still more research and anecdotal evidence suggests that such conversations need to be completely explicit and understandable. "Everybody is equal" doesn't mean a lot to a five-year-old, and learning that Jackie Robinson was the first African-American player in the Major Leagues without learning about his relegation to the Negro leagues or the racism he suffered from white players and fans doesn't accurately...

The issue is similar for minority parents, though most help their children to develop a racial identity at a much earlier age. Over-warning of possible discrimination, however, could tip the scales in the opposite direction and create the perception of a hostile world that will automatically be reacted to defensively. Installing ethnic pride, however, can be very beneficial for all children's self-confidence.
At the same time, installing "white pride" is redundant, as it appears that children naturally pick up on the white wealth and power dominance in American society. Quiet subversion of this built-in sense of dominance through something as simple as picture books has proven to be an effective means of instigating discussions about race, as the reading of 'Twas the Night Before Christmas with illustrations of a black Santa -- and a later visit to the classroom by the "real" black Santa -- demonstrated in one classroom. Issues of religious identity aside, the discussion and later attitudes that emerged in this classroom as the year progressed showed that ignoring the issue of race in the hopes of maintaining an appearance of equality is not nearly as effective as a direct and explicit discussion of the issues and children's perceptions.