By Mieder Van Loggerenberg
Discrimination in the Education Industry in Thailand: An In-depth Analysis of Ageism, Racism, Sexism, and Other Forms of Bias in the Thai Workplace
This article aims to provide a comprehensive exploration of discrimination within the education industry, particularly focusing on racism, sexism, ageism, national origin discrimination, and appearance-related discrimination. We delve into the prevalence of discrimination in workplaces, specifically in Thailand, shedding light on the factors influencing the preference for native English speakers, the substantial pay gap among employees from different countries, and the biased inclination towards young, good-looking teachers over experienced counterparts.
Overview of the article:
1.Introduction
2.Understanding Discrimination
3.Prevalence of Discrimination in the Workplace
4.Pay Gap between NES and NNES
5.Biases Against Experienced Teachers
6.Resisting Change in Thailand's Workplace Discrimination Views
7.Dealing with Discrimination in the Workplace
8.Succeeding in a Discriminatory Environment
9.The Fallacy of Determining Competence Based on Demographics
10.Is the Education Industry in Thailand Biased?
1. Introduction
Discrimination is a complex and pervasive issue that transcends geographical boundaries, impacting individuals in various ways. This article examines the different facets of discrimination in the education industry, with a specific focus on the Thai workplace.
2. Understanding Discrimination
Discrimination is the unjust or prejudicial treatment of individuals or groups based on certain characteristics or attributes. Discrimination against race, gender, age, ethnicity, national origin, religion, disability, sexual orientation, and appearance involves treating individuals unfairly or unfavorably based on these specific characteristics. Here's a brief overview of each:
2.1 Race:
Discrimination based on race involves treating people differently because of their racial or ethnic background.
2.2 Gender:
Gender discrimination or sexism occurs when individuals are treated differently based on their gender identity or expression. This includes biases against women, men, and individuals who identify as non-binary or genderqueer.
2.3 Age:
Age discrimination, also known as ageism, occurs when individuals are treated unfairly or denied opportunities based on their age. This can affect both younger and older individuals in various contexts.
2.4 Ethnicity and National Origin:
Discrimination based on ethnicity or national origin or being xenophobic involves treating individuals differently due to their cultural background or the country they come from.
2.5 Religion:
Religious discrimination occurs when individuals are treated unfairly because of their religious beliefs or practices.
2.6 Disability:
Discrimination against individuals with disabilities involves treating them unfairly due to their physical or mental impairments.
2.7 Sexual Orientation:
Discrimination based on sexual orientation occurs when individuals are treated differently because of their sexual orientation, whether heterosexual, homosexual, bisexual, or another orientation.
2.8 Appearance:
Appearance-related discrimination involves treating individuals unfairly based on their physical appearance, including factors such as weight, height, or physical features.
Discrimination can manifest in various forms, such as unequal opportunities, unfair treatment, or biased actions that result in disadvantage or harm to the targeted individuals.
Discrimination can occur at both an individual and institutional level. It may be overt and intentional, such as explicit acts of bias, or it can be subtle and implicit, embedded in societal norms, policies, or practices. The consequences of discrimination can range from limiting opportunities and access to resources to fostering a hostile or exclusionary environment.
3. Prevalence of Discrimination in the Workplace
In the education industry, discrimination is a prevalent issue, with teachers often experiencing bias based on their nationality, race, age, gender, or appearance. This is particularly pronounced in countries like Thailand, where discriminatory practices persist within educational institutions. Although experiences can be subjective, they become palpable for those working as teachers in Thailand. Discrimination in the workplace, specifically in Thailand, can manifest in various forms, such as:
3.1 Preference for Native English Speakers:
In the education industry, there has been a preference for native English speakers in English teaching positions. Non-native speakers might face challenges in securing certain roles despite having the necessary qualifications and proficiency in the language.
3.2 Age Discrimination:
Ageism can be a concern, with some employers showing a preference for younger teachers, particularly in certain teaching positions.
3.3 Nationality and Appearance Bias:
Discrimination based on nationality or appearance can also be observed. Certain physical attributes, such as age, appearance, or ethnicity, might influence hiring decisions.
3.4 Gender Bias:
While gender discrimination can occur in any industry, there may be specific challenges or biases faced by individuals in Thailand's education sector.
3.5 Cultural Factors:
Cultural factors can contribute to workplace dynamics, and individuals from different cultural backgrounds might experience challenges related to integration and acceptance.
It's important to recognize that these observations are generalizations, and individual experiences may vary. Additionally, efforts are often underway to address workplace discrimination through legal frameworks, awareness campaigns, and advocacy for diversity and inclusion.
4. Pay Gap between NES and NNES
One of the noteworthy aspects of discrimination in the education industry is the preference for native English speakers over non-native speakers. This bias often results in unequal opportunities and treatment, affecting the career trajectories of educators globally. This amplifies the substantial pay gap among employees from countries like America, Canada, the UK, Australia, and New Zealand, compared to their counterparts from other nations, is a glaring manifestation of discrimination. This wage disparity reflects systemic biases that must be addressed to ensure fair and equitable compensation for all educators.
5. Biases Against Experienced Teachers
The preference for young, inexperienced, and good-looking teachers over experienced counterparts in Thailand can be attributed to a combination of cultural, societal, and economic factors. However, in retrospect, these practices and bias contributes to discrimination within the education industry, undermines the value of experience, and perpetuates a culture that prioritizes appearance over competence. Here are some possible factors that can amplify the bias against experienced teachers.
5.1 Cultural Preferences:
In some cultures, youthfulness and a vibrant appearance are associated with energy, enthusiasm, and modernity. These qualities may be perceived as beneficial in educational settings, particularly when working with younger students.
5.2 Image and Perception:
Schools, especially those that cater to language education or international programs, may prioritize hiring teachers who fit certain stereotypes or ideals associated with Western education. The perception that a young, attractive teacher embodies a more progressive or modern educational approach can influence hiring decisions.
5.3 Language Proficiency:
In English language education, there may be a perception that native English speakers, often younger individuals, are more proficient and authentic in teaching the language. This bias can lead to the preference for younger teachers.
5.4 Economic Considerations:
Younger teachers may be perceived as more cost-effective in terms of salary expectations. Schools might prioritize hiring less experienced teachers to save on labor costs.
5.5 Globalization and International Image:
As Thailand's education system becomes more integrated with global standards, there might be a desire to project a modern and international image. Younger, Western-looking teachers could be seen as aligning with this image.
5.6 Adaptability and Openness to Innovation:
Younger teachers may be perceived as more adaptable to new teaching methods and technologies. This adaptability can be considered an asset in an era of rapidly evolving educational approaches.
5.7 Market Demand:
There might be a perceived market demand for teachers who fit a certain profile, influenced by parental expectations or preferences. Schools may respond to perceived market demands to attract students.
It's crucial to recognize that while these factors might influence hiring practices, they do not necessarily reflect a teacher's overall value or effectiveness. Experienced educators bring a wealth of knowledge, skills, and classroom management expertise that can greatly benefit students. Efforts to promote diversity and inclusion, challenge stereotypes, and recognize the value of experienced educators are essential in fostering a fair and equitable education system.
6. Resisting Change in Thailand's Workplace Discrimination Views
Changing societal views on discrimination in the workplace, including in Thailand, is a complex and gradual process influenced by various factors. It's important to note that societal attitudes are not monolithic, and there are individuals and organizations within Thailand actively working towards creating more inclusive and equitable workplaces. However, certain challenges and factors may contribute to the persistence of discriminatory views:
6.1 Cultural Norms and Traditions:
Cultural norms and traditions play a significant role in shaping societal attitudes. In some cases, deeply ingrained cultural beliefs may perpetuate discriminatory views, making it challenging to challenge or change established practices.
6.2 Lack of Awareness:
A lack of awareness or understanding about the negative impacts of discrimination and the benefits of diversity and inclusion can perpetuate biased views. Education and awareness campaigns are crucial in addressing this issue.
6.3 Institutional Barriers:
Some institutions may have established practices that inadvertently contribute to discrimination. Overcoming these institutional barriers may require systemic changes, which can be met with resistance.
6.4 Economic Considerations:
Economic factors, such as perceived cost savings in hiring certain demographics, may contribute to the resistance to change. Employers might resist altering discriminatory practices if they believe it could impact their bottom line.
6.5 Lack of Legal Enforcement:
The effectiveness of anti-discrimination laws and their enforcement mechanisms can influence change. Weak legal frameworks or insufficient enforcement may fail to provide adequate deterrents against discriminatory practices.
6.6 Resistance to Social Change:
Societal resistance to change can impede progress, stemming from fear of the unknown or a desire to maintain the status quo. Encouraging a shift in societal attitudes requires ongoing dialogue and education.
6.7 Globalization Pressures:
While globalization can contribute to more inclusive practices, it may also reinforce certain biases and preferences associated with global standards. Striking a balance between global influences and local values is essential.
6.8 Generational Shifts:
Younger generations often have different perspectives on diversity and inclusion. Over time, as newer generations enter the workforce and leadership positions, there may be a natural shift towards more inclusive attitudes.
Efforts to change discriminatory views in the workplace require a multi-faceted approach involving education, advocacy, legal reforms, and cultural change initiatives. Collaboration between government, businesses, non-governmental organizations, and the public is essential to address these challenges and foster a more inclusive work environment. It's important to acknowledge the progress that is being made while recognizing the work that still needs to be done.
7. Dealing with Discrimination in the Workplace
Dealing with discrimination in the workplace can be challenging, but there are several strategies and steps you can take to address and mitigate the impact of discriminatory practices. Here are some suggestions:
7.1 Document Instances:
·Keep a record of any incidents of discrimination, noting dates, times, locations, and individuals involved.
·Document any witnesses to the discriminatory behavior.
7.2 Understand Company Policies:
·Familiarize yourself with your company's policies on discrimination and reporting procedures.
·Know your rights and protections under local anti-discrimination laws.
7.3 Report the Discrimination:
·Report instances of discrimination to the appropriate channels within your organization, such as human resources or a designated reporting officer.
·Follow the established reporting procedures outlined in your company's policies.
7.4 Seek Support:
·Talk to colleagues or supervisors who may be supportive and willing to help address the issue.
·Reach out to employee assistance programs or counseling services if available.
7.5 Educate Yourself:
·Learn about the laws and regulations related to workplace discrimination in your jurisdiction.
·Understand your rights and the avenues available for redress.
7.6 Maintain Professionalism:
·Respond to discriminatory behavior with professionalism and assertiveness.
·Focus on addressing the behavior rather than retaliating with negative actions.
7.7 Gather Evidence:
·Collect any additional evidence that may support your case, such as emails, messages, or relevant documents.
·If possible, obtain statements from witnesses who are willing to testify.
7.8 Engage in Dialogue:
·Consider discussing the issue with the person responsible for the discriminatory behavior if you feel safe doing so.
·Use "I" statements to express how the behavior makes you feel and impacts your work environment.
7.9 Formal Complaints:
·If informal resolution attempts are unsuccessful, consider filing a formal complaint with your company's HR department or a relevant regulatory body.
·Follow any legal procedures or timelines required for filing complaints.
7.10 Legal Assistance:
·Consult with an employment lawyer to understand your legal rights and options.
·Explore the possibility of filing a complaint with an external anti-discrimination agency.
7.11 Self-Care:
·Prioritize self-care to manage the emotional toll of facing discrimination.
·Seek support from friends, family, or mental health professionals if needed.
7.12 Advocate for Change:
·Engage in conversations with colleagues and superiors about the importance of diversity and inclusion.
·Advocate for policy changes or training programs to address discrimination in the workplace.
Remember, dealing with workplace discrimination is a process that may involve multiple steps. It's essential to assess each situation individually and choose the most appropriate course of action based on your specific circumstances. If you are unsure about the best approach, seek professional guidance or employee support services within your organization.
8. Succeeding in a Discriminatory Environment
Navigating a workplace that discriminates against various characteristics requires resilience and strategic approaches. Succeeding in a country where discrimination exists can be challenging, but it's not impossible. Here are some strategies to navigate and overcome discrimination:
8.1 Build a Support Network:
·Connect with like-minded individuals who may share similar experiences.
·Seek support from friends, colleagues, or community groups that promote diversity and inclusion.
·Expand your professional network to include individuals and organizations that value diversity.
·Networking can open up opportunities and provide a support system.
8.2 Educate Yourself:
·Understand the local culture, customs, and laws to navigate potential challenges.
·Familiarize yourself with your rights and protections under local anti-discrimination laws.
8.3 Excel in Your Field:
·Focus on developing and showcasing your skills, expertise, and achievements.
·Excellence in your field can often speak louder than discriminatory biases.
8.4 Seek Allies:
·Identify allies within your workplace or community who support diversity and inclusion.
·Engage in open conversations to build understanding and create allies.
8.5 Promote Inclusivity:
·Advocate for inclusivity in your workplace or community.
·Encourage and participate in initiatives that promote diversity and equality.
8.6 Cultivate Resilience:
·Develop emotional resilience to cope with challenges.
·Seek support from mental health professionals if you encounter emotional strain.
8.7 Stay Informed and Updated:
·Stay informed about changes in laws and regulations related to discrimination.
·Be aware of evolving cultural dynamics that may impact your experiences.
8.8 Strategize Your Career Path:
·Consider industries or organizations that are known for their commitment to diversity and inclusion.
·Evaluate potential employers based on their inclusive policies and practices.
8.9 Seek Professional Development:
·Invest in continuous professional development to enhance your skills and marketability.
·Demonstrating ongoing improvement can challenge stereotypes.
8.10 Educate Others:
·Take opportunities to educate others about diversity and inclusion.
·Sharing your experiences and perspectives can contribute to positive change.
8.11 Explore Alternative Opportunities:
·If the discrimination is pervasive, explore opportunities in sectors or locations that may be more inclusive.
Remember that success is a personal journey, and overcoming discrimination often involves a combination of individual resilience, advocacy, and systemic change. Focus on your strengths, seek support when needed, and actively contribute to creating a more inclusive environment.
9. The Fallacy of Determining Competence Based on Demographics
Finally, this article challenges the notion that race, gender, age, ethnicity, national origin, religion, disability, sexual orientation, and appearance should never be determining factors for assessing someone's ability, worth, or competence as a teacher. These characteristics are unrelated to one's professional qualifications, teaching skills, and effectiveness in the classroom.
Regardless of their background or physical appearance, every individual brings a unique set of skills, experiences, and perspectives to the teaching profession. Competence as a teacher is determined by factors such as:
9.1 Educational Qualifications:
Teachers' educational backgrounds, degrees, and certifications are critical indicators of their professional competence.
9.2 Teaching Experience:
The amount and quality of teaching experience contribute to a teacher's effectiveness in the classroom.
9.3 Subject Knowledge:
A teacher's expertise in their subject matter is a key factor in their ability to impart knowledge to students.
9.4 Pedagogical Skills:
Effective teaching involves employing various teaching methods, understanding diverse learning styles, and creating an inclusive learning environment.
9.5 Communication Skills:
Clear and effective communication is essential for conveying information and engaging students in learning.
9.6 Adaptability:
The ability to adapt to different classroom environments, student needs, and educational trends is crucial for a successful teacher.
9.7 Passion for Teaching:
A genuine passion for teaching and a commitment to the success of students are qualities that contribute to a teacher's impact.
Judging a teacher based on characteristics like race, gender, age, ethnicity, national origin, religion, disability, sexual orientation, or appearance is not only unfair but also perpetuates harmful stereotypes and biases. It's essential to recognize and celebrate the diversity of educators and appreciate the richness of perspectives they bring to the learning environment.
In an inclusive and equitable education system, teachers should be evaluated based on their professional qualifications, teaching abilities, and commitment to fostering a positive and supportive learning environment for all students.
10. Is the Education Industry in Thailand Biased?
Yes, the education industry in Thailand has been observed to exhibit biases, particularly in the context of hiring practices and the treatment of educators. Discrimination based on factors such as nationality, age, gender, appearance, and language proficiency is prevalent in certain aspects of the Thai education sector. The preference for native English speakers, biases against experienced teachers, and the inclination towards young, good-looking educators are examples of these biases. One has to go to any job site where schools in Thailand advertise, and the discrimination is blatantly shown for all to see. Here are some typical requirements advertised by schools:
“Only NATIVE ENGLISH SPEAKERS desired from Australia, UK, USA, South Africa, New Zealand, and Canada.”
“Between 22- 28 years old”
“You MUST be a native English speaker (from UK, Ireland, US, Canada, Australia, NZ, South Africa)”
“Must be a native English speaker with a passport from the USA, the UK, Canada, Australia, New Zealand, Ireland, and South Africa. (**This is not negotiable**)”
“Committed born again Christian, living a Christ-like life in both word and action”
“Not over 60 years old. (**This is not negotiable**)”
“Hold a passport from one of the following countries: Australia, Canada, Ireland, New Zealand, UK or USA.”
“Be aged between 23 and 59 (client specified)”
“Native English speakers from the UK, Canada, Australia, New Zealand, Ireland and the US”
“Must be 25 years of age or younger, female and attractive”.
“A passport holder of the following countries: US, UK, Ireland, South Africa, New Zealand, Australia and Canada.”
“Age: 30-45”
“Language Proficiency: The successful candidates must be native English speakers. (UK, USA, Canada, Australia, New Zealand, South Africa, Ireland)”
“Native English speakers – from the UK, USA, Canada, Australia, New Zealand, Ireland”
“Teachers must be between 25 and 45 years old.”
“Should hold a valid passport from either Australia, Canada, Ireland, New Zealand, South Africa, United Kingdom or United States.”
“Only applicants from UK, USA, Australia, Canada, Ireland, New Zealand or South Africa will be contacted.”
“You must be less than 55 years of age”
“Male or female; age not over 60 years old.”
“Must be a Native English Speaker (i.e. Passport from the USA, CANADA, UK, IRELAND, AUSTRALIA, or NEW ZEALAND)”
“Female Native English speakers from the UK, Canada, Australia, New Zealand, Ireland, and the US.”
While these observations are generalizations and may not apply universally, they highlight existing challenges in creating a fully inclusive and unbiased educational environment in Thailand.
11. Conclusion
In conclusion, discrimination in the education industry is a complex and multifaceted issue that demands attention and action. By understanding the various forms of bias, the factors contributing to discriminatory practices, and strategies for combating discrimination, educators and institutions can work together to create a more inclusive and equitable learning environment.
Personal Viewpoint of the Author
Individuals who are not subject to discrimination often exhibit limited concern or awareness regarding prevailing societal inequities until they directly experience such biases. Typically, those in positions of privilege who derive benefits from the existing status quo possess the capacity to advocate for transformative change. However, lacking personal incentives to assist others facing discrimination, they may choose to ignore or dismiss the inequities. This perpetuates a system that is inherently biased, making it resistant to meaningful alteration despite its evident unfairness. The likelihood of imminent change remains low, underscoring the formidable challenges of dismantling deeply entrenched inequality structures.
Residing in Thailand for over two decades, my personal encounter with discrimination has been intricate. As a native English-speaking South African, the duality of my experience manifests in the global perception of South Africans as native English speakers, contrasting sharply with Thailand's non-recognition of this status. Consequently, I found myself subjected to the same criteria applied to non-native English speakers. This entailed undergoing a biennial TOEIC proficiency test, accepting diminished remuneration, and facing the disheartening reality of losing teaching opportunities to unqualified native English speakers chosen merely on the basis of their nationality. Paradoxically, my identity as a white male provided me with advantages within this biased system, affording me greater opportunities than my black or Asian counterparts. Despite benefiting personally, I find this systemic corruption unsettling. I advocate for an inclusive and equitable education system where teacher evaluation is predicated on professional qualifications, teaching prowess, and a commitment to nurturing a positive and supportive learning environment for all students rather than being contingent on passports, race, age, or appearance.
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