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  • Stigma, stereotypes, and attributional theory: A successful merger

    Author(s)
    Riley, TA
    Griffith University Author(s)
    Riley, Tasha A.
    Year published
    2010
    Metadata
    Show full item record
    Abstract
    Critical race theorists assert that racism in society and schools is a factor that impedes the progress of minority students. Whiteness theorists argue that white racialized teachers and students assume entitlement to privileges within an educational system that promotes white privilege as natural and allows it to remain unchallenged. Researchers of both theories claim that until racism is recognized as real, stereotypes and biases will continue to be passed on by teachers and administrators and the educational divide will grow. While these theories provide a useful framework for the macro context of society by ...
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    Critical race theorists assert that racism in society and schools is a factor that impedes the progress of minority students. Whiteness theorists argue that white racialized teachers and students assume entitlement to privileges within an educational system that promotes white privilege as natural and allows it to remain unchallenged. Researchers of both theories claim that until racism is recognized as real, stereotypes and biases will continue to be passed on by teachers and administrators and the educational divide will grow. While these theories provide a useful framework for the macro context of society by providing a lens to view how educational institutions have been constructed to reinforce the status quo, they fall short when examining the subtle ways discrimination seeps into daily practices. When combined, theories on stigma, stereotyping, and attribution may give policymakers and practitioners insight into the extent to which perceptions of race, ethnicity, gender, and socio-economic status influence teachers' expectations for students.
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    Journal Title
    JET: Journal of Educational Thought
    Volume
    44
    Issue
    2
    Publisher URI
    https://doi.org/10.11575/jet.v44i2
    Copyright Statement
    Self-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the author[s] for more information.
    Subject
    Specialist studies in education
    Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)
    Publication URI
    http://hdl.handle.net/10072/47186
    Collection
    • Journal articles

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