Assaults on Belonging: How Dutch Youth without 'Blue Eyes, Cheese, and Clogs' Experience Everyday Racism in Educational Contexts

Autor/inn/en	Kennedy, Brianna L.; Habraken, Merel; Melfor, Suzanne N.
Titel	Assaults on Belonging: How Dutch Youth without 'Blue Eyes, Cheese, and Clogs' Experience Everyday Racism in Educational Contexts
Quelle	In: Race, Ethnicity and Education, 26 (2023) 5, S.642-662 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2023.2183514
Schlagwörter	Foreign Countries; Students; Racism; Minority Group Students; Group Membership; Interpersonal Relationship; Student Experience; Power Structure; Advantaged; Barriers; Teacher Behavior; Parent Participation; Peer Evaluation; Peer Relationship; Teacher Student Relationship; Teacher Expectations of Students; Aggression; Muslims; White Students; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Student; Schüler; Schülerin; Studentin; Rassismus; Gruppenzugehörigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienerfahrung; Teacher behaviour; Lehrerverhalten; Elternmitwirkung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Muslim; Muslimin; Niederlande
Abstract	Minoritized students' ethnic backgrounds and racial appearances influence their academic opportunities and belonging experiences, and limit their access to safe and equal learning environments. In the Netherlands, limited research has focused on minoritized students' experiences. In this study, we drew upon a theoretical framework focused on Othering and belonging as well as macro-/micro- connections related to racism to investigate the contemporary educational experiences of students from nondominant backgrounds. Participants experienced everyday racism and Othering in the: continuous centering of Whiteness and marginalization of the non-White Other; persistent obstacles perpetuated by educators that prevented parental participation; and consistent underestimation of students' abilities by teachers and peers. As a step toward more just schooling, participants suggest that educators become more aware of minoritized students' backgrounds and create spaces of belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01