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Courtesy stigma from the perspectives of elementary school educators in South Korea

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  • Cho, Minhae
  • Yun, Heejung
  • Haight, Wendy

Abstract

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.

Suggested Citation

  • Cho, Minhae & Yun, Heejung & Haight, Wendy, 2020. "Courtesy stigma from the perspectives of elementary school educators in South Korea," Children and Youth Services Review, Elsevier, vol. 119(C).
    • Handle: RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920319964
    DOI: 10.1016/j.childyouth.2020.105573
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    References listed on IDEAS

    as
    1. Haight, Wendy & Kayama, Misa & Ku, May-Lee (Mary) & Cho, Minhae & Lee, Hee Yun, 2016. "Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 1: Defining the problem in cultural context," Children and Youth Services Review, Elsevier, vol. 70(C), pages 214-228.
    2. Kayama, Misa & Haight, Wendy & Ku, May Lee Mary & Cho, Minhae & Lee, Hee Yun, 2017. "East Asian and US educators' reflections on how stigmatization affects their relationships with parents whose children have disabilities: Challenges and solutions," Children and Youth Services Review, Elsevier, vol. 73(C), pages 128-144.
    3. Kayama, Misa & Haight, Wendy & Ku, May Lee & Cho, Minhae & Lee, Hee Yun, 2016. "Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self," Children and Youth Services Review, Elsevier, vol. 70(C), pages 403-418.
    4. Kayama, Misa & Haight, Wendy, 2018. "Balancing the stigmatization risks of disability labels against the benefits of special education: Japanese parents' perceptions," Children and Youth Services Review, Elsevier, vol. 89(C), pages 43-53.
    5. Yang, Lawrence Hsin & Kleinman, Arthur & Link, Bruce G. & Phelan, Jo C. & Lee, Sing & Good, Byron, 2007. "Culture and stigma: Adding moral experience to stigma theory," Social Science & Medicine, Elsevier, vol. 64(7), pages 1524-1535, April.
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