Date of Award
2011
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Sue Carbary
Abstract
In school systems across the United States, disproportionality in special education along racial and ethnic lines is not merely a problem of overrepresentation or underrepresentation, but misrepresentation. African Americans, Hispanics, and Native Americans are given incorrect diagnoses, disproportionate educational designations, and inappropriate placements. The key factors behind disproportionality include racial bias among educators and other service providers, socio-economic status, substandard early childhood environments, and family composition. Inappropriate special education placements can lead to increased rates of school dropout, poor academic achievement, lower-paying jobs, and juvenile crime. Therefore disproportionality is not a problem confined to the education system, it is of crucial significance to negative cycles perpetuated in African American, Hispanic, and Native American communities. Solutions aimed at this issue must include partnership building in communities, improved access to information and advocacy, higher awareness among education professionals, and efficacious early education programs for at risk communities.
Recommended Citation
Gillies, J. (2011). Racial Disproportionality in Special Education: Causes, Outcomes and Avenues for Change. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/368
Included in
Disability and Equity in Education Commons, Educational Leadership Commons, Educational Methods Commons
Comments
Early childhood special and general education dual degree with Columbia University School of Social Work (Program of study)
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