Discrimination in the Classroom

Discrimination in the Classroom

Introduction

            Discrimination typically occurs when an individual is treated less favorably in comparison to how other people are treated mainly because of a particular characteristic (Do & Kleiner, 2008). The purpose of this paper is to describe the manifestation of discrimination within the classroom setting. The paper also discusses strategies that work with regard to issues of equity, empathy and esteem for the topic of classroom discrimination. Moreover, the pros and cons of the educational policy to be highlighted in the paper are also discussed. The paper also provides a comparative analysis for various international policies.

Important aspects of classroom discrimination

            Classroom discrimination is commonly portrayed directly or indirectly. Direct discrimination happens when a teacher treats a student in a less favorable manner than when the teacher treats or would treat another student because of a certain characteristic, for instance refusing to enroll a child because of the child’s race or religious belief (Boysen, 2012). Discrimination within the classroom setting can take different forms including discrimination basing on gender, sexual orientation, religion, pregnancy or race/ethnicity. Justifying direct discrimination is impossible, and as such, it is always illegitimate. Nevertheless, there are exceptions to the provisions allowing, for instance, single-sex schools to admit students of only one gender without this being illegal direct discrimination (Randall, 2006). For a student/pupil to show that he/she has been directly discriminated against, then that student should compare what has happened to him/her to the treatment a student/pupil without their characteristic receives or would receive. As such, a gay student cannot claim that being excluded from a certain activity is direct discrimination on sexual orientation grounds unless he can show that a bisexual or heterosexual student would not be excluded from that activity (Boysen, 2012).

Nonetheless, a student does not necessarily have to find a real person in order to compare his/her treatment with. This is because the student can rely on a hypothetical person if they are able to illustrate that there is evidence showing that such an individual would receive different treatment (Pittman, 2010). There is absolutely no need for a pupil who claims direct discrimination because of maternity/pregnancy or racial segregation to find a person to compare himself/herself to. Claiming maternity or pregnancy discrimination, a female student needs to show that she has been unfavorably treated due to her maternity or pregnancy, and does not need to compare the treatment she receives to the treatment of someone who was not a new mother or was not pregnant. Discrimination on racial grounds is intentionally separating people by color, race, national origin or ethnicity, and will always be illegal direct discrimination (Kidwell, 2007).

Indirect discrimination is another form of discrimination, and it occurs when a teacher applies a practice, provision or criterion in the same manner for all students in the sense that it has the effect of placing students who share a certain characteristic at a particular disadvantage (Wells, 2002). It does not matter that the teacher did not have the intention to disadvantage the students who have a certain characteristic in this way, what really matters is whether the action does or would disadvantage such students in comparison to students who do not share that characteristic (Wadsworth, Hecht & Jung, 2008). An example is a school requiring boys to wear a cap as being part of the school uniform. Even though this requirement applies equally to every student, it has the effect of excluding male students who are Sikh, whose religion requires that they wear a turban, not a cap. This would be indirect discrimination on the grounds of religion and belief since it is improbable that the school could substantiate or justify such an action. Discrimination can also arise from disability when a pupil is treated unfavorably putting him/her at a disadvantage. The treatment is due to something linked with the disabled student’s disability, for instance, inability of walking unassisted maybe because of cerebral palsy (Fryer, Goeree & Holt, 2005).

Pros and cons of the highlighted educational policy

            A number of educational institutions have put in place policy measures that guard against discrimination within the classroom setting. For instance, the Non-Discrimination in the Classroom policy observed in most public schools in the United States affirms the right of every pupil/student to be protected not just from discrimination, but also intimidation, harassment, and/or physical harm. The policy states that classroom discrimination refers to a comment or an act of prejudice by a member that relates to color, race, creed, age, gender, marital status, mental disability, physical disability, religion, national origin or characteristics identified as sexual orientation, and which does offend another. Discrimination of pupils on these grounds will not be tolerated (Johnson, 2004).

The following are the pros of this policy: First, it prevents occurrences of discrimination involving conduct of a student/pupil directed towards a fellow pupil/student. In the event of such discrimination, the principle of the school will inform parents of the pupils involved, and determine appropriate actions to be taken. Secondly, it prevents incidents of discrimination that involves conduct of a teacher towards a pupil/student. The policy provides for disciplinary actions to be taken against a teacher who is involved in discrimination against any student on whatever ground. Third, it allows for counseling to be considered at all levels. Fourth, the policy provides that confidentiality of complaints be upheld to the extent necessary to investigate, and that the  investigation be carried out on a need to know basis. In the course of the investigation, the documentation generated shall be kept confidential. The policy also allows for discrimination complaints to be handled in an open, just, unbiased and prompt manner. The con: The policy does not protect against retaliation. This is because it does not state as a breach of the policy, the retaliation against a pupil/student for reporting discrimination or aiding in providing information that relates to a claim of discrimination (Johnson, 2004).

A comparative analysis for different international policies

A comparative analysis for different international policies can be made. In the United Kingdom, there is the Policy against Discrimination, Harassment, and Retaliation and is applicable to every educational institution in Britain (Do & Kleiner, 2008). Just like the Non-Discrimination In The Classroom policy that applies to American schools, this British policy also sets out the school’s commitment to tackling discrimination related to areas such as race, gender, ethnicity, disability, pregnancy/maternity, age, religion, creed or sexual orientation. Both policies aim to promote equality of opportunity and good race relations. The two policies also state the procedure to be followed in reporting any classroom discrimination, and describe how disciplinary action will be undertaken against an individual, be it a student or teacher, who engages in classroom discrimination.
Research-based evidence from the school setting for strategies that work regarding issues of equity, empathy and esteem for the topic of classroom discrimination

With regard to strategies that work regarding issues of empathy, equity and esteem, several strategies have been established in a number of schools. These strategies have been essential in tackling discrimination in the classroom setting in several educational institutions in the United States including Emerson College in Boston, MA. One such strategy involves the teachers talking with pupils/students about diversity and bias. Using this strategy, educators can think about how they can effectively raise the complex issues of bias, exclusion, hate and scapegoating with their pupils. They have to keep in mind that conversations about respect and understanding should not be restricted to a commemorative occasion, or other special programs, activities or holidays, but rather, they need to be a part of daily business in the classroom (Pittman, 2010). Creating respectful and inclusive classrooms should be a continuing effort while working for social justice should be a lifetime undertaking.

To prepare for effectively bringing up the issues of discrimination in the classroom, educators should try to make the following practices, an essential part of their everyday practice: Comprehensive integration – the educator should integrate culturally diverse perspectives/information into every aspect of teaching. Accepting environment – the teacher should establish an environment allowing for mistakes. Because many individuals have been unconsciously acculturated into stereotypical and prejudicial thinking, people might not be aware that some attitudes hurt and upset other people. Teachers should acknowledge that prejudiced thinking will from time to time surface not only in other people, but in them too. Teachers have to model non-defensive responses when they are informed that something they did or said was offensive to someone (Johnson, 2004). Life-long learning – educators should stay abreast of current anti-discriminatory education issues and discuss them with their pupils. Discovery learning – Educators should not preach to students/pupils about how they need to behave. A recent research shows that exhortation is not an effective technique for changing intolerable and prejudiced attitudes; in reality, it usually produces an outcome that is contrary to the desired outcome. As such, educators should provide opportunities for pupils to solve problems, resolve conflicts, work in diverse teams and think critically about information (Wadsworth, Hecht & Jung, 2008). Life experiences – Moreover, educators need to provide opportunities that allow pupils to share their life experiences, and to this end, they should choose literature that helps pupils develop empathy. They should make the classroom a place in which the experiences of students are not invalidated, trivialized or marginalized (Jehangir, 2012). This is necessary in creating a cohesive class environment where pupils feel comfortable in.  This will in turn lead to a positive learning environment that will optimize student learning and also a comfortable   learning and work environment both students and teachers.

The educator should on the other hand review materials so that bulletin boards and displays in the classroom are inclusive of all people. In addition, the teacher should ensure that videos and supplemental books do not reinforce the stereotypes that exist in the society. However, when such instances are observed in academic literature, the educator needs to point them out and encourage students to think about them in a critical manner and to challenge them (Fryer, Goeree & Holt, 2005).

Conclusion

In conclusion, classroom discrimination typically occurs when a student/pupil receives less favorable treatment in comparison to how other people are treated mainly because of his/her particular characteristic, and it could either be direct or indirect. Direct discrimination comes about when a teacher treats a student in a less favorable manner than when the teacher treats or would treat another student because of a certain characteristic, for instance, refusing to enroll a child because of his/her race or religion (Boysen, 2012). On the other hand, indirect discrimination arises when a teacher applies a practice, provision or criterion in the same manner for every student, in the sense that it has the effect of placing students who share a particular characteristic at a particular disadvantage. A number of policies in different countries have been put in place specifically to tackle the issue of classroom discrimination. One of the policies in the United States, for instance, is the Non-Discrimination in the Classroom policy while in the United Kingdom there is the Policy against Discrimination, Harassment, and Retaliation policy which is applicable to all educational institutions in Britain. These policies have some similarities. For instance, they both set out the schools’ commitment to tackling classroom discrimination in areas such as race, gender, ethnicity, disability, age, religion, creed or sexual orientation. They also aim to promote equality of opportunity and good race relations. There are number of strategies that work with regard to the issues of empathy, equity and esteem for the topic of classroom discrimination. Some of these strategies include teachers talking with pupils/students about diversity and bias. Using this strategy, educators can think about how they can effectively raise the complex issues of bias, exclusion, hate and scapegoating with their pupils and tackle them effectively. Another strategy is discovery learning, whereby, educators should provide opportunities for pupils to solve problems, resolve conflicts, work in diverse teams and think critically about information. They can as well review resources they use in teaching so that bulletin boards and displays are all-encompassing and inclusive of everyone. However, this may not be applicable to low social class since they may not even afford such materials and resources; moreover, it becomes a bit hard for learners of low class to mingle freely with their elite counterparts (Fryer, Goeree & Holt, 2005).

Reference

Boysen, G. A. (2012). Teacher and Student Perceptions of Microaggressions in College Classrooms. College Teaching, 60(3), 122-129.

Do, T., & Kleiner, B. H. (2008). New developments concerning discrimination in academia. Equal Opportunities International, 19(6), 88-91. Retrieved from http://search.proquest.com/docview/199529926?accountid=45049

Fryer, R. G, Goeree, J. K., & Holt, C. A. (2005). Experience-based discrimination: Classroom games. Journal of Economic Education, 36(2), 160-170. Retrieved from http://search.proquest.com/docview/235238399?accountid=45049

Jehangir, R. R. (2012). Conflict as a Catalyst for Learning. About Campus, 17(2), 2-8.

Johnson, M. W. (2004). Harassment and discrimination prevention training: What the law requires. Labor Law Journal, 55(2), 119-129. Retrieved from http://search.proquest.com/docview/195058918?accountid=45049

Kidwell, S. A. (2007). Pregnancy discrimination in educational institutions: A proposal to amend the family medical leave act of 1993. Texas Law Review, 79(5), 1287-1320. Retrieved from http://search.proquest.com/docview/203696200?accountid=45049

Pittman, C. T. (2010). Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students. Teaching Sociology, 38(3), 183-196.

Randall, V. R. (2006). The misuse of the lsat: Discrimination against blacks and other minorities in law school admissions. St.John’s Law Review, 80(1), 107-143,145-151. Retrieved from http://search.proquest.com/docview/216777155?accountid=45049

Wadsworth, B., Hecht, M. L., & Jung, E. (2008). The Role of Identity Gaps, Discrimination, and Acculturation in International Students’ Educational Satisfaction in American Classrooms. Communication Education, 57(1), 64-87.

Wells, T. T. (2002). The effects of discrimination upon motivation and achievement of black children in urban ghetto schools. The American Behavioral Scientist (Pre-1986), 12(4), 26-26. Retrieved from http://search.proquest.com/docview/194682155?accountid=45049

 

 

Last Completed Projects

Are you looking for a similar paper or any other quality academic essay? Then look no further. Our research paper writing service is what you require. Our team of experienced writers is on standby to deliver to you an original paper as per your specified instructions with zero plagiarism guaranteed. This is the perfect way you can prepare your own unique academic paper and score the grades you deserve.

Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.

[order_calculator]