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ERIC Number: EJ1110574
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1361-3324
Racialized Classroom Practices in a Diverse Amsterdam Primary School: The Silencing, Disparagement, and Discipline of Students of Color
Weiner, Melissa F.
Race, Ethnicity and Education, v19 n6 p1351-1367 2016
In both Europe and the US, racial and ethnic minority students experience discrimination at the hands of teachers that negatively impacts academic achievement. In the US, scholars have documented how a predominantly white teaching force racializes students of color through discipline and low expectations, which impact educational attainment. But in Europe, the denial of race's existence hinders research regarding structural explanations for minority educational inequality and often explains low educational attainment as a function of cultural differences. Examining classroom practices in a diverse Amsterdam primary school, this article documents racializing mechanisms that found minority students disproportionately disparaged, disciplined, and silenced. In addition, many were students under-recommended to higher level secondary school tracks. These findings reveal that Dutch schools are not racially meritocratic institutions and are relevant for scholars in the Netherlands and all other nations with educational institutions dominated by colorblind ideologies, white norms, and large immigrant populations.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands (Amsterdam)
Grant or Contract Numbers: N/A