The Impact of COVID-19 Crisis on Major Spectator Sport Industry in the U.S. and South Korea: Challenges and Outlook

Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.

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Preventing and Repairing Harm to Children’s Cultural Self

Disability, Stigma, and Children's Developing Selves ◽

10.1093/oso/9780190844868.003.0008 ◽

2019 ◽

pp. 142-171

Author(s):

Misa Kayama ◽

Wendy L. Haight ◽

May-Lee Ku ◽

Minhae Cho ◽

Hee Yun Lee

Keyword(s):

South Korea ◽

Sense Of Belonging ◽

Peer Groups ◽

Academic Progress ◽

Self Esteem ◽

Typically Developing ◽

Cultural Self ◽

Individual Self ◽

The Impact ◽

The U.S

In responding to the impact of stigmatization on children with disabilities, educators from Japan, South Korea, Taiwan, and the U.S. typically considered children’s individual self, for example, their academic progress, as well as socialization practices to help them function better in their classrooms (socially embedded self). Their responses, however, were culturally nuanced. Educators in Japan described supporting children’s sense of belonging to their classroom peer groups, while educators in South Korea described helping children become contributing members of mutually supportive classroom peer groups. Educators in Taiwan helped children to regulate their intense emotions resulting from frustration and failure to meet expectations, and educators in the U.S. worked to support children’s self-esteem. Chapter 7 also presents educators’ similar and culturally nuanced discussions of socialization practices to reduce the effect of peers’ disability and stigmatization on typically developing children’s cultural selves.

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