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Digital DivisionsHow Schools Create Inequality in the Tech Era$
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Matthew H. Rafalow

Print publication date: 2020

Print ISBN-13: 9780226726557

Published to Chicago Scholarship Online: May 2021

DOI: 10.7208/chicago/9780226726724.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 24 July 2021

Where Disciplinary Orientations Come From

Where Disciplinary Orientations Come From

(p.72) 3 Where Disciplinary Orientations Come From
Digital Divisions

Matthew H. Rafalow

University of Chicago Press

While the previous chapter documents how teachers differently discipline students’ digital play, this chapter unpacks why. Existing work points to White teachers’ race- and class-based stereotypes about their students as a motivator for different pedagogical approaches. But this literature does not clarify how teachers adjudicate between the multiple and contradictory stereotypes about students. This chapter addresses this puzzle by drawing together previously disconnected literatures on colorblind racism and workplace dynamics. Teachers in this study carry with them multiple, contradictory, racialized and classed beliefs about their students of color. But they also interface with durable workplace cultures, variably as family-like, hostile, or compelling elite servitude. Teachers connect the “appropriate” available stereotype about their students of color as it aligns with the meaning system that exists at their workplace. For White students, no such linkage occurs because Whiteness operates invisibly: White students at Sheldon avoid the hostility from teachers that students of color face, and White students at Heathcliff are simply seen as achievers.

Keywords:   teacher workplaces, organizational culture, race, social class, stereotypes, colorblindness, racism, classism

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