Young African students in Australia call out racial stereotypes

[Pelican Press 0]

Young ******** students in Australia call out ******* stereotypes

A new set of

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developed by ****** ******** youth shows the veracity of ******* stereotypes in schools. Credit: UniSA

Assumptions, misconceptions, and stereotypes—no one wants to be judged by how they look or where they’re from. But for many ****** ******** students, that’s their reality and it’s taking a serious toll on their well-being and sense of belonging.

In a new set of

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developed by ****** ******** youth co-researchers in partnership with University of South Australia, the veracity of ******* stereotypes is revealed, with striking examples of discrimination and typecasts from teachers and *********** students alike.

From extremes such as being called a “******,” to insensitive asks of “can I touch your hair,” ****** ******** students are now calling out ******* experiences in schools in a move to better educate Australians.

It’s an uncomfortable truth ahead of the

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(rebadged as

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in

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) today, where the theme is “A Decade of Recognition, Justice, and Development: Implementation of the International Decade for People of ******** Descent.”

UniSA project lead Dr. Melanie Baak says we must address belonging in schools to curb ******* discrimination.

“Australia is known as a vibrant, multicultural country with one in four Australians born overseas. But despite this we still see blatant cases of racism and discrimination,” Dr. Baak says.

“In this project, we’re collaborating with ****** ******** diaspora young people who are greatly contributing to what we’re learning about belonging and inclusivity in *********** schools.

“As the number of ****** ******** diaspora youth increases in Australia, their sense of belonging becomes an increasingly urgent social issue.

“On the one hand, many ****** ******** students struggle to belong in hegemonically white *********** schools and society. But because ‘belonging’ reflects the norms of an *********** national identity, inclusivity is not so simple.

“Assumptions that a ****** ******** student is automatically ‘good at sports,’ or ‘a ********,’ or simply ‘lucky to be in Australia’ all contribute to unbelonging, yet it’s this ignorance that is compounding ******* issues.

“Skin ****** has no place in influencing perceptions of truth, ability, attitude or capability, and in *********** schools the research shows that this is happening more often than we expect.”

Racism is still a significant issue in Australia with

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. The

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identified that only 51% of Australians have positive feelings towards immigrants from Sudan, in contrast with over 90% for immigrants from countries like the ***, US and Italy. This is exacerbated by political and media discourses which marginalize ******** diaspora youth, often associating them with criminality and an inability to integrate.

The videos are a key resource developed by the team as part of a broader

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to counteract ******* stereotypes and build belonging among ******** teens and children in *********** schools.

“Negative projections significantly inhibit young people’s senses of belonging, which limits their social, educational and economic experiences, as well as longer-term pathways and outcomes,” Dr. Baak says.

“Changing this during the formative adolescent years must be a priority.

“Authentic collaboration with the people most affected by racism is the key to changing public perceptions and understandings of ******** diaspora young people.”

The research team will continue to work with the youth co-researchers for at least the next two years to influence what happens in schools and how this shapes the experiences of belonging for ******** diaspora youth in schools.

Provided by
University of South Australia

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Young ******** students in Australia call out ******* stereotypes (2024, March 21)
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