ABSTRACT
Since the late 1970s, educational researchers, in particular in the UK and the US, have given considerable attention to ethnic stereotyping and discrimination in schools. Most of these studies apply a social-constructivist approach and focus mainly on students’ experiences of ethnic stereotyping and discrimination, teachers’ stereotypes of ethnic minority students and the processes and effects of selection, the distribution of classroom resources and the nature of the knowledge and values taught and sanctioned in schools.
