Beth Harry
Biographic Data
| ID | 1478299 |
|---|---|
| NAME | Beth Harry |
| GIVEN NAMES | Beth |
| FAMILY NAME | Harry |
| SIGNATURE | HARRY B |
| AFFILIATIONS | University of Miami |
| ORCID | 0000-0002-1656-2564 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 247 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 7 |
The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity
This article explores the difference between parental involvement, where parents' activity levels at school are primarily structured by schools, and parental engagement, where parents have a more active voice in how they take part in what goes on in schools. This difference is underscored as a means of illuminating ways of addressing the issue of racialized disproportionality in special education and acts of school discipline, particularly in urb…
The Intersection of Race, Culture, Language, and Disability: Implications for Urban Education
To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of rac…
Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis
This article responds to recent calls for greater clarity and transparency regarding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry. They discuss theoretical considerations and use a visual model to illustrate ho…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Over-Identification of Students of Color in Special Education: A Critical Overview
The purpose of this article is to present an overview of the overrepresentation of students of color in special education programs. For this purpose, we outline background history on the problem and discuss its magnitude. We also identify several forces that shape this problem such as poverty, structural factors, instructional and assessment issues, and the cultural discontinuity between teachers and students. We conclude with a brief discussion …
Cultural Underpinnings of Special Education: Implications for Professional Interactions with Culturally Diverse Families
This article identifies certain cultural assumptions that underlie special education policy and practice in the United States, and argues that unawareness of cultural relativity contributes to considerable cross-cultural dissonance in working with families from diverse backgrounds. With regard to policy, the article argues that, despite an ideal of parental participation, the medical note on which the law is based frequently results in misunderst…
The Disproportionate Placement of African American Males in Special Education Programs: A Critique of the Process
INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the E…
An Ethnographic Study of Cross-Cultural Communication With Puerto Rican-American Families in the Special Education System
This article uses a subset of data from an ethnographic study to address the challenge of parent-professional interaction in a cross-cultural context. Participants in the study were 12 Spanish-speaking, Puerto Rican-American families from low-income backgrounds whose children were classified as learning disabled or mildly mentally retarded. Parents’ views and experiences were sought through a recursive process of ethnographic interviewing, review…
Making Sense of Disability: Low-Income, Puerto Rican Parents' Theories of the Problem
This article reports findings from an ethnographic study of the views of 12 low-income Puerto Rican parents whose children were classified as learning disabled or mildly mentally retarded. Different cultural meanings of disability and normalcy led parents to reject the notion of disability and focus on the impact of family identity, language confusion, and detrimental educational practices on children's school performance. Parents' views were in …
Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis
This article responds to recent calls for greater clarity and transparency regarding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry. They discuss theoretical considerations and use a visual model to illustrate ho…
The Intersection of Race, Culture, Language, and Disability: Implications for Urban Education
To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of rac…
The Disproportionate Placement of African American Males in Special Education Programs: A Critique of the Process
INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the E…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
Making Sense of Disability: Low-Income, Puerto Rican Parents' Theories of the Problem
This article reports findings from an ethnographic study of the views of 12 low-income Puerto Rican parents whose children were classified as learning disabled or mildly mentally retarded. Different cultural meanings of disability and normalcy led parents to reject the notion of disability and focus on the impact of family identity, language confusion, and detrimental educational practices on children's school performance. Parents' views were in …
Over-Identification of Students of Color in Special Education: A Critical Overview
The purpose of this article is to present an overview of the overrepresentation of students of color in special education programs. For this purpose, we outline background history on the problem and discuss its magnitude. We also identify several forces that shape this problem such as poverty, structural factors, instructional and assessment issues, and the cultural discontinuity between teachers and students. We conclude with a brief discussion …
The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity
This article explores the difference between parental involvement, where parents' activity levels at school are primarily structured by schools, and parental engagement, where parents have a more active voice in how they take part in what goes on in schools. This difference is underscored as a means of illuminating ways of addressing the issue of racialized disproportionality in special education and acts of school discipline, particularly in urb…
Cultural Underpinnings of Special Education: Implications for Professional Interactions with Culturally Diverse Families
This article identifies certain cultural assumptions that underlie special education policy and practice in the United States, and argues that unawareness of cultural relativity contributes to considerable cross-cultural dissonance in working with families from diverse backgrounds. With regard to policy, the article argues that, despite an ideal of parental participation, the medical note on which the law is based frequently results in misunderst…
An Ethnographic Study of Cross-Cultural Communication With Puerto Rican-American Families in the Special Education System
This article uses a subset of data from an ethnographic study to address the challenge of parent-professional interaction in a cross-cultural context. Participants in the study were 12 Spanish-speaking, Puerto Rican-American families from low-income backgrounds whose children were classified as learning disabled or mildly mentally retarded. Parents’ views and experiences were sought through a recursive process of ethnographic interviewing, review…
An Ethnographic Study of Cross-Cultural Communication With Puerto Rican-American Families in the Special Education System
This article uses a subset of data from an ethnographic study to address the challenge of parent-professional interaction in a cross-cultural context. Participants in the study were 12 Spanish-speaking, Puerto Rican-American families from low-income backgrounds whose children were classified as learning disabled or mildly mentally retarded. Parents’ views and experiences were sought through a recursive process of ethnographic interviewing, review…
Making Sense of Disability: Low-Income, Puerto Rican Parents' Theories of the Problem
This article reports findings from an ethnographic study of the views of 12 low-income Puerto Rican parents whose children were classified as learning disabled or mildly mentally retarded. Different cultural meanings of disability and normalcy led parents to reject the notion of disability and focus on the impact of family identity, language confusion, and detrimental educational practices on children's school performance. Parents' views were in …
Cultural Underpinnings of Special Education: Implications for Professional Interactions with Culturally Diverse Families
This article identifies certain cultural assumptions that underlie special education policy and practice in the United States, and argues that unawareness of cultural relativity contributes to considerable cross-cultural dissonance in working with families from diverse backgrounds. With regard to policy, the article argues that, despite an ideal of parental participation, the medical note on which the law is based frequently results in misunderst…
The Disproportionate Placement of African American Males in Special Education Programs: A Critique of the Process
INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the E…
Over-Identification of Students of Color in Special Education: A Critical Overview
The purpose of this article is to present an overview of the overrepresentation of students of color in special education programs. For this purpose, we outline background history on the problem and discuss its magnitude. We also identify several forces that shape this problem such as poverty, structural factors, instructional and assessment issues, and the cultural discontinuity between teachers and students. We conclude with a brief discussion …
Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis
This article responds to recent calls for greater clarity and transparency regarding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry. They discuss theoretical considerations and use a visual model to illustrate ho…
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based i…
The Intersection of Race, Culture, Language, and Disability: Implications for Urban Education
To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of rac…
The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity
This article explores the difference between parental involvement, where parents' activity levels at school are primarily structured by schools, and parental engagement, where parents have a more active voice in how they take part in what goes on in schools. This difference is underscored as a means of illuminating ways of addressing the issue of racialized disproportionality in special education and acts of school discipline, particularly in urb…
Psychology (6 works) · Collaborative Teaching and Inclusion (5 works) · Education Discipline and Inequality (5 works) · Family and Disability Support Research (5 works) · Pedagogy (5 works) · Sociology (5 works) · Parental Involvement in Education (4 works) · Political science (4 works) · Early Childhood Education and Development (2 works) · Mathematics education (2 works)