A typical example is something like this, from Louie (J.Res.Math.Ed. 2017):
>Through the lens of the culture of exclusion, students who appear mathematically gifted are viewed as intelligent, whereas others are myopically perceived as “slow,” “remedial,” and “special needs.” These perceived differences are used to justify stratification such that the culture of exclusion in mathematics education shapes access to intellectually stimulating learning opportunities, prestigious educational programs, lucrative careers, and high-status identities. Furthermore, because ability categories are mapped onto other socially constructed categories, the culture of exclusion is both a product of and a tool for the maintenance of racial, gender, linguistic, economic, and other hierarchies.
It is at its core a form of anti-intellectualism, that is true, but often emanating from other intellectual ideas from the academy.