English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

While the educational exclusion of students who wear hairstyles linked to people of African descent has garnered significant media attention, there has been little scholarly investigation of this phenomenon. Drawing on content analysis of dress codes in Texas public schools, this article addresses this gap in knowledge by conceptually and empirically elaborating how students who wear dreadlocks are stigmatized in schools. Engaging sociological theory asserting that stigmatization entails unfair treatment and negative labeling, I show how students who wear dreadlocks in some schools are subject to structural discrimination and stereotyping. More specifically, I develop a typology of negative stereotyping and negative treatment faced by students who wear dreadlocks in some schools. By elaborating how students who wear dreadlocks are stigmatized, this article advances theory on culture and inequality in schools. Practically, given growing efforts across the United States to pass legislation that makes school prohibitions on hairstyles linked to people of African descent illegal, it is especially important to understand how these hair bans stigmatize students.

No Dreadlocks Allowed: Race, Hairstyles, and Exclusion in Schools