Jump to ContentJump to Main Navigation
Digital DivisionsHow Schools Create Inequality in the Tech Era$
Users without a subscription are not able to see the full content.

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

Show Summary Details
Page of

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

Chapter:
(p.72) 3 Where Disciplinary Orientations Come From
Source:
Digital Divisions
Author(s):

Matthew H. Rafalow

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226726724.003.0004

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

Chicago Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.