scholarly journals Standing out and Sorting in: Exploring the Role of Racial Composition in Racial Disparities in Special Education

2019 ◽  
Author(s):  
Rachel Fish
Keyword(s):  
Special Education ◽  
Native American ◽  
White Students ◽  
Students Of Color ◽  
Language Impairment ◽  
School Level ◽  
Racial Composition ◽  
Racial Inequalities ◽  
School Practices ◽  
Native American Students

Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilities, such as intellectual disability, increases for Black, Latinx, and Native American students. As the proportion of White students decreases, White students’ risk of higher status disabilities, such as speech/language impairment, increases relative to students of color. Thus, in the context of racial distinctiveness, student race becomes salient to sorting into special education.

scholarly journals Standing Out and Sorting In: Exploring the Role of Racial Composition in Racial Disparities in Special Education

2019 ◽  
Vol 56 (6) ◽  
pp. 2573-2608 ◽  
Author(s):  
Rachel Elizabeth Fish
Keyword(s):  
Special Education ◽  
Native American ◽  
White Students ◽  
Students Of Color ◽  
Language Impairment ◽  
School Level ◽  
Racial Composition ◽  
Racial Inequalities ◽  
School Practices ◽  
Native American Students

Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilities, such as intellectual disability, increases for Black, Latinx, and Native American students. As the proportion of White students decreases, White students’ risk of higher-status disabilities, such as speech/language impairment, increases relative to students of color. Thus, in the context of racial distinctiveness, student race becomes salient to sorting into special education.

The Rural Special Education Project: A School-Based Program that Prepares Special Educators to Teach Native American Students

1996 ◽  
Vol 15 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Greg Prater ◽  
Susan A. Miller ◽  
Sam Minner
Keyword(s):  
Special Education ◽  
Native American ◽  
University Students ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Teacher Preparation Program ◽  
Native American Students ◽  
American Children ◽  
Retention Of Teachers ◽  
The University

The preparation, recruitment, and retention of teachers for rural areas and Native American reservations has long been a serious problem. This article describes a teacher preparation program that prepares preservice special education teachers to effectively work with Native American children and their families in a remote reservation area. University students receive practical classroom experience. The instruction is managed by an on-site instructor. The university students also experience almost total immersion in the Navajo culture. Recommendations are made for establishing similar programs in other locations.

scholarly journals Understanding vocabulary use by Native American students and the relationship with special education

2016 ◽  
Vol 3 (1) ◽  
pp. 1180737
Author(s):  
Leslie Costa-Guerra ◽  
Boris Costa-Guerra ◽  
Jennifer Mitton Kukner
Keyword(s):  
Special Education ◽  
Native American ◽  
Native American Students ◽  
American Students ◽  
The Relationship

Are Effects of School Resource Officers Moderated by Student Race and Ethnicity?

2021 ◽  
pp. 001112872199934
Author(s):  
Scott Crosse ◽  
Denise C. Gottfredson ◽  
Erin L. Bauer ◽  
Zhiqun Tang ◽  
Michele A. Harmon ◽  
...  
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Race And Ethnicity ◽  
Decision Makers ◽  
School Level ◽  
School Resource Officer ◽  
School Crime ◽  
Resource Officers ◽  
Resource Officer ◽  
School Resource

We examined whether effects of an increase in school resource officer (SRO) staffing on school crime and exclusionary disciplinary responses to school crime varied by student race and ethnicity. Using monthly school level administrative data, we compared change in outcomes for 33 schools that enhanced SRO staffing and a matched sample of 72 schools that did not increase SRO staffing at the same time. We found that increases in offenses and exclusionary reactions due to increased SRO presence were most evident for Black and Hispanic as opposed to White students. Educational decision-makers should carefully weigh the benefits of placing SROs in schools against the knowledge that this practice differentially increases recorded school crime and exclusion from school for students of color.

Equitable Assessment of Gifted Students Using the Naglieri General Ability Tests

2022 ◽  
pp. 58-76
Author(s):  
Jack A. Naglieri ◽  
Kimberly A. Lansdowne
Keyword(s):  
Native American ◽  
Students Of Color ◽  
Parental Education ◽  
Gifted Students ◽  
Verbal Response ◽  
Verbal Comprehension ◽  
Native American Students ◽  
General Ability ◽  
American Students ◽  
Ability Tests

Even though it is well documented that Black, Hispanic, Native American students have been denied access to gifted education for decades, injustice continues. The authors present research showing that traditional IQ tests with their verbal and quantitative questions contribute to under-representation because they yield large differences for students of color. Some (e.g., NNAT), but not all, nonverbal tests help but verbal and quantitative content is omitted. The authors suggest that students of color who are intellectually capable (gifted) but perhaps not talented (knowledgeable) could be more equitably evaluated if the verbal comprehension of instructions and verbal and quantitative knowledge were taken out of the tests used for identification. Research evidence is provided which shows that the Naglieri General Ability Tests: Verbal, Nonverbal, and Quantitative, which have nonverbal directions, do not demand knowledge acquired at school and do not require verbal response yield small differences by gender, race, ethnicity, and parental education.

Hostility and Guilt among Native American Students

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1093-1094 ◽  
Author(s):  
Thomas J. Young
Keyword(s):  
College Students ◽  
Native American ◽  
White Students ◽  
Native American Students ◽  
American Students

Buss and Durkee's Hostility-Guilt Inventory was given to 23 white and 23 Native American college students. The Native American subjects scored significantly higher on the Resentment Hostility subscale while the white students scored higher on the Indirect Hostility and Guilt subscales. Implications for research are discussed.

Are Schools in the U.S. South Using Special Education to Segregate Students by Race?

2019 ◽  
Vol 86 (3) ◽  
pp. 255-275
Author(s):  
Paul L. Morgan ◽  
Adrienne D. Woods ◽  
Yangyang Wang ◽  
Marianne M. Hillemeier ◽  
George Farkas ◽  
...  
Keyword(s):  
Special Education ◽  
White Students ◽  
Students Of Color ◽  
Family Income ◽  
Hispanic Students ◽  
Cross Sectional ◽  
Southern States ◽  
Minority Overrepresentation ◽  
Specific Disability ◽  
The U.S

Whether students of color are more or less likely to be identified as having disabilities than similarly situated students who are White in U.S. states with histories of de jure and de facto racial segregation is currently unknown. Unadjusted analyses of large samples of students attending elementary and middle schools in the U.S. South yielded little evidence of minority overrepresentation in special education. In analyses adjusted for strong confounds (e.g., family income, student-level achievement), students of color were less likely than White students to be identified as having disabilities. Underidentification was evident (a) for the U.S. South in aggregate, (b) across 11 Southern states that we separately examined, (c) in cross-sectional samples assessed in 2003 and 2015, and (d) for specific disability conditions. Black and Hispanic students attending schools in the U.S. South have been and continue to be less likely to be identified as having disabilities than otherwise similar White students.

Referral, Assessment, and Placement Practices Used in Rural School Districts with Native American Students in Special Education

1995 ◽  
Vol 14 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Hal L. Gritzmacher ◽  
Sharon C. Gritzmacher
Keyword(s):  
Special Education ◽  
Native American ◽  
School Districts ◽  
Special Education Teachers ◽  
Cultural Bias ◽  
Assessment Instruments ◽  
Specific Information ◽  
Native American Students ◽  
American Students ◽  
Education Directors

Considerable information is available regarding the cultural bias inherent in assessment instruments and the disproportionately high placement of minority students within special education classrooms. However, little research is available regarding specific practices used in areas that have high minority representation. Because of these issues, a survey was developed to investigate the referral, assessment, and placement practices used with rural Native American students in special education. Twenty-five northern Minnesota school districts serving populations of Native American students that exceeded the state average were included in the study. Special education directors, Indian education directors, and selected special education teachers from these districts were surveyed. Their satisfaction with referral, assessment, and placement practices used with Native American students was compared, and specific information about those practices was used in an effort to determine best practices. While the scope of this survey was small, the issues raised have direct implications for all rural special education teachers in districts with high minority populations.

Sign in / Sign up

Export Citation Format

Share Document