Previous and current research confirms that students are still subjects of teacher discrimination on a variety of grounds. However, research into teacher discrimination is not rigorous. Part of this lack of rigor might originate from the interdisciplinary nature of the concept and phenomenon of discrimination in that discussions concerned with discrimination often fall within areas as diverse as critical discourse analysis, critical applied linguistics, power relations, and identity (re)construction. Therefore, such discussions might not be directly related to education. Further, as each of these areas enjoys its own principles and tenets, it seems essential to borrow findings of research from the areas mentioned above in order to examine discrimination.
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The findings revealed that these students were discriminated against on the basis of religious background and beliefs, race and ethnicity, as well as their status as international or foreign students. In a similar study, Sengstock (2009) reported a good number of cases of discrimination against students on the basis of gender, skin color, ethnicity, belonging to minority groups and sexual orientations in the United States. In a more recent study, Seider and Hillman (2011) examined, through interviews, the discussions about race and social class among the ‘privileged group’ students who participated in a university-based community service learning program. Their findings indicated that these students utilized a special ‘othering’ language to differentiate themselves from those students whom they perceived as different, in one word, ‘other’. Madrid (2011) examined social and racial discrimination as perceived by English as a foreign language (EFL) learners and teachers with special reference given to Roma (gypsy) minority students. Madrid (2011) utilized CRT to analyze his
The findings revealed that these students were discriminated against on the basis of religious background and beliefs, race and ethnicity, as well as their status as international or foreign students. In a similar study, Sengstock (2009) reported a good number of cases of discrimination against students on the basis of gender, skin color, ethnicity, belonging to minority groups and sexual orientations in the United States. In a more recent study, Seider and Hillman (2011) examined, through interviews, the discussions about race and social class among the ‘privileged group’ students who participated in a university-based community service learning program. Their findings indicated that these students utilized a special ‘othering’ language to differentiate themselves from those students whom they perceived as different, in one word, ‘other’. Madrid (2011) examined social and racial discrimination as perceived by English as a foreign language (EFL) learners and teachers with special reference given to Roma (gypsy) minority students. Madrid (2011) utilized CRT to analyze his