Stereotyping
- 1. Stereotyping = Negative Discourse Children are "lazy" and "defiant." Families "don't care" and "don't value education." The above often lead to tracking, expulsion, and other forms of 'social stigmatization and exclusion.' "Contemporary popular culture in the United States rarely represents the poor in ways that display integrity and dignity. Instead the poor are portrayed through negative stereotypes." (hooks, 1994)
- 2. Accountability in Schools Often Leads to Stereotyping What does accountability mean? People are reduced to numbers. Teachers disappointed when new or returning migratory students show up before "testing." Teachers concerned these students will bring down test scores. Norm-referenced tests create bell curves that correspond with class distinctions. 'We must celebrate these children and respect the local knowledge of their communities in order to combat the stereotypes brought on by accountability.'
- 3. Residential Stereotyping Urban communities = cultural and social deprivation. Poor children are approached in schools as if they don't think as abstractly as their middle class counterparts. "You're from the south side. You're ghetto." One teacher education program dissuaded its students to search in affluent communities for jobs. Local knowledge is not tapped into. Narrow perspectives cause stereotyping. Society does not treat "people in the minority" with respect. Solution: Educate "those who don't know" about the world and how it effects them, through their own experiences.
- 4. Contradicting Stereotypes! Must educate teachers and students to be aware of stereotyping. Teaching to think broadly and thoughtfully about serious intellectual and ethical issues, such as misrepresentations of neighborhoods. Getting ALL students involved in critical literacy. Studying the particularities of ones own 'locale' will give leverage against impoverished and impoverishing stereotypes and educational practices.
- 5. Stereotyping Activity 1: The Rag Coat Students must be taught: (http://learningtogive.org) When we use images of people, events or issues to make broad generalizations, it is harmful and called " stereotyping ." What we own, where we live, or how we look on the outside do not indicate the kind of person we are. Come up with an ending to the story. It may be positive or negative, and should include prejudice and discrimination. (Use the 5 Step "how to" model to help you.) 2. Identify prejudice attitudes, and/0r acts of discrimination in each others' endings.
- 6. Stereotyping Activity 2: Combating Media Influenced Stereotyping Read the following scenario: A young Native American child was watching Saturday morning television. In passing the mother noticed she was watching a western. Shortly after the movie was over, the young girl came running downstairs where her mother was doing laundry and exclaimed, "Mom, mom, they killed all the indians, because they're dangerous!" What impact did the stereotyping in this movie have on the child and her mother? Answer the following questions: (Use Combating Stereotypes and Effects of Stereotypes handouts if needed.) How can this mother combat media stereotypes for her child? What would they say or do if it were their child who said it? What might that or any child grow up thinking about Native Americans if this stereotype goes unchallenged? "Comber (2001) describes critical literacies as involving people using language to exercise power, to enhance everyday life in schools and communities, and to question practices of privilege and injustice." (Vasquez, 2005)