Disproportional representation of minorities in special education

Review

Bibliographic Data

ID13017355
AuthorsAnn Maydosz (Old Dominion University, corresponding author)
Year2014
Volume8
Issue2
Pages81-88
Publication date2014-06-03
Open AccessYes
TypeARTICLE
VenueJournal for Multicultural Education (JOURNAL)
Journal identifiersISSN: 2053-535X • E-ISSN: 2053-5368
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/jme-01-2014-0002
OpenAlexW2107629845
LanguageEN
Citations received3
References cited8

Purpose – The purpose of this paper is to present a brief exploration of the disproportional representation of African American students in special education with a focus on addressing racial bias in the identification process at the school level. Design/methodology/approach – This inquiry was conducted through a literature search of data and extant literature on school-level remedies to disproportional representation, particularly bias in the process of special education identification. Findings – While racial bias in any process remains difficult to expose, it cannot be eliminated as a contributing factor in the disproportional representation of African American students in special education. This review will acquaint the reader with competing explanations and proposed remedies. Originality/value – Critics have proposed that the disproportional representation of African American students in special education and in discipline statistics has become a way to segregate minority students, therefore an exploration of this practice merits concern

Extant taxon · Identification (biology · Mathematics education · Originality · Pedagogy · Political science · Process (computing · Relevance (law · Representation (politics · Sociology · Value (mathematics · Computer Science · Education Discipline and Inequality · Law · Law, Rights, and Freedoms · Legal Issues in Education · Psychology · Social Psychology

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