This comparative case study analyzes the overrepresentation of African American males in special education.
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality, even after nearly 50 years of discovery and research. The disproportionality of African American students is one of the most critical problems in the field of special education within the United States (Skiba, 2006). African American males have historically been overrepresented in all categories of special education (Harry and Anderson, 1994). Twice as many African American male students in the United States are receiving services for Emotional Disturbance as their Caucasian counterparts.
The Individuals with Disabilities Education Act (2004) (IDEA) established the legal guidelines for the protection of students with disabilities. The literature has identified a variety of theories to answer why African American males continue to be overrepresented in special education. The review of literature presents the history of this issue, the history of IDEA, and shows how legislation has fallen short in decreasing the overrepresentation of African American males in special education. The examination of overrepresentation of African American males in special education and the factors that may contribute to this disproportionality frame this case study. This case study analysis explores the factors that influence the overrepresentation of African American males in special education programs. This comparative case study analysis will answer the following research questions:
Question 1 What factors contribute to the overrepresentation of African American male students in special education?
Question 2 What is the association in teachers’ roles, perceptions, and demographics with the overrepresentation of African American males in special education programs?
The researcher has dissected several reasons and factors that have caused this disproportionality, such as socio-economic status of the student, student demographic, teacher’ perceptions of African American males, lack of cultural responsiveness training for teachers, teacher demographics, and the teacher’s role in the referral process of special education.
|Advisor:||Phillips, Richard, Carlson, Patricia|
|Commitee:||Ennis, Michele, Falodun, Joseph|
|School:||Delaware State University|
|School Location:||United States -- Delaware|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Educational leadership, Special education, Gender studies|
|Keywords:||African american males, Disproportionality, Overrepresentation, Schools, Special education|
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