TY - JOUR
T1 - Courtesy stigma from the perspectives of elementary school educators in South Korea
AU - Cho, Minhae
AU - Yun, Heejung
AU - Haight, Wendy
N1 - Publisher Copyright:
© 2020 Elsevier Ltd
PY - 2020/12
Y1 - 2020/12
N2 - Stigmatization is a culturally widespread educational and social justice issue. This qualitative study examines Korean educators’ perspectives of courtesy stigmatization based on their own firsthand experiences of courtesy stigmatization, as well as their observations of the social, emotional and behavioral reactions of close associates of children with disabilities. We conducted semi-structured, individual interviews with 43 Korean educators. Analytic induction was used to interpret participants’ perspectives on issues and effects of courtesy stigma at school settings. Educators’ discussions revealed a number of general characteristics of Korean culture that create vulnerabilities for courtesy stigmatization experienced by associates with children with disabilities including presumed poor parenting for misbehaviors of children with disabilities, social hierarchy in interpersonal relationships, and strong societal values on academic success. Educators also described how the sociocultural context creates unique experiences of stigmatization to special education teachers, family members, and peers of children with disabilities. Educators further discussed how courtesy stigmatization impedes the psychological and social functioning of children with disabilities. The perspectives of educators in Korea can be used to develop stigma sensitive policies and practice to better support children with disabilities.
AB - Stigmatization is a culturally widespread educational and social justice issue. This qualitative study examines Korean educators’ perspectives of courtesy stigmatization based on their own firsthand experiences of courtesy stigmatization, as well as their observations of the social, emotional and behavioral reactions of close associates of children with disabilities. We conducted semi-structured, individual interviews with 43 Korean educators. Analytic induction was used to interpret participants’ perspectives on issues and effects of courtesy stigma at school settings. Educators’ discussions revealed a number of general characteristics of Korean culture that create vulnerabilities for courtesy stigmatization experienced by associates with children with disabilities including presumed poor parenting for misbehaviors of children with disabilities, social hierarchy in interpersonal relationships, and strong societal values on academic success. Educators also described how the sociocultural context creates unique experiences of stigmatization to special education teachers, family members, and peers of children with disabilities. Educators further discussed how courtesy stigmatization impedes the psychological and social functioning of children with disabilities. The perspectives of educators in Korea can be used to develop stigma sensitive policies and practice to better support children with disabilities.
KW - Children with disabilities
KW - Courtesy stigmatization
KW - South Korea
KW - Special education
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U2 - 10.1016/j.childyouth.2020.105573
DO - 10.1016/j.childyouth.2020.105573
M3 - Article
AN - SCOPUS:85092927523
SN - 0190-7409
VL - 119
JO - Children and Youth Services Review
JF - Children and Youth Services Review
M1 - 105573
ER -