Abstract
This chapter focuses on global research findings dealing with various forms of discrimination in the classroom and their impact on students’ performance and learning environments. The synthesis of research evidence suggests that intelligence discrimination, the language of meritocracy employed in schools, modality learning discrimination, race and ethnicity discrimination, social class discrimination, labeling students according to academic achievement, and the self-fulfilling prophecy (SFP) all have a powerful impact on students’ self-esteem, motivation and their potential academic achievement. Research findings also demonstrate a positive correlation between teachers’ perception of their students’ abilities and students’ actual performance in the classroom. The chapter analyses and critiques recent research findings dealing with major forms of discrimination in schools, discriminatory practices, their impact on students and implications for the student’s social identity, self-esteem, academic achievement, human rights and social justice.
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Zajda, J. (2021). Discrimination and Self-Fulfilling Prophecy in Schools Globally. In: Globalisation and Education Reforms. Globalisation, Comparative Education and Policy Research, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-030-71575-5_4
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