Children's Response to Stigmatization: The Voices of U.S. and Japanese Elementary School-Aged Children with Disabilities

Background/Purpose

This study examines U.S. and Japanese elementary school-aged children’s experiences of peer stigmatization associated with their disabilities. Bullying and social exclusion of children with disabilities are culturally widespread social justice issues at school (Harðardóttir et al., 2015; Mortier et al., 2011). Yet programs for children with disabilities frequently lack input from children’s own experiences, including of stigmatization, and their voices are rarely heard by policy makers (Clark, 2018). Despite a robust literature on children with disabilities, relatively few studies have consulted children directly (but see Mortier et al., 2011). Further, existing research on disability and stigmatization in schools largely focuses on Western contexts, which limits our perspectives on the role of stigmatization in children’s development. Guided by an understanding of disability as a sociocultural construct (Varenne & McDermott, 1998) and critical disability theory (Meekosha & Shuttleworth, 2009), this study focuses on the voices of U.S. and Japanese children with disabilities who are socialized within distinct education systems. Our premise is that listening to the voices of children is foundational to the design of culturally-affirming, stigma-sensitive, child-centered policies and programs.

Methods

We purposely selected 4 U.S. and 10 Japanese elementary school-aged children with autism spectrum disorders and/or dyslexia who were placed in general education classrooms. Children participated in audio-recorded individual interviews lasting 30-60 minutes. Children were asked to describe their school days, including any challenges with typically-developing peers and the support they received from educators. Interviews and analyses were conducted in children’s native languages. Through repeated readings of the transcribed interviews, emic codes and themes describing children’s experiences of stigmatization were induced using analytic induction techniques (Schwandt, 2015). Children’s narratives were interpreted and contextualized within Japanese and U.S. sociocultural and educational contexts (see Shweder & Sullivan, 1993).

Results

All children reported stigmatization by their typically-developing peers in both the U.S. and Japan, including bullying and social exclusion. They actively responded to peers in ways that were generally successful in reducing their immediate exposure to stigmatization. Yet some responses, such as avoidance of peers or physical fighting, failed to address underlying issues of peers’ stigmatization, and concealed stigmatization from educators. Consistent with Japanese socialization practices emphasizing problem-solving within peer groups, Japanese children expressed hesitation in seeking help from educators. U.S. children reported educators’ more direct involvement in peer conflict, including punitive discipline such as suspensions, which further stigmatized them.

Conclusions/Implications

Educators’ failure to address peer stigmatization can result in children’s loss of trust in them, and reluctance to seek adults’ help. Social workers can advocate for children with disabilities at school so their voices are heard by educators. Furthermore, exposure to diverse cultural responses to stigmatization can facilitate professionals’ creative understanding as described by Bakhtin (Morson & Emerson, 1990). The experiences of U.S. and Japanese children suggest how educators and social workers address stigmatization with typically-developing peers. U.S. practices can suggest to Japanese professionals ways to more directly support children with disabilities. Japanese practices can suggest to U.S. professionals non-punitive ways to facilitate children’s abilities to address stigmatization within peer groups.