Affiliation:
1. Queens College of the City University of New York , Queens , NY , USA
Abstract
Abstract
The disproportionate, over-representation of Black boys in special education continues to be a matter of social injustice and inequity in education. Many Black students are placed in special education due to subjective identification processes. This is especially true when it comes to classifications such as Emotional Behavior Disorders (EBD). Black boys classified with EBD are more likely to be educated in exclusionary settings, and once placed, are less likely to return to integrated environments. This often leads to poor educational and life outcomes. The topic of disproportionality in special education has been studied and discussed over the past several decades, yet the problems persist. The purpose of this article is to discuss reasons for the over representation of Black boys who are identified as having EBD. Moreover, this discussion is extended to include the disproportionate, under-representation of Black men as special education professionals, classroom teachers and full-time faculty members in special education teacher preparation programs. The impact of this juxtaposition continues to exacerbate both sides of disproportionality of Black males in special education.
Reference49 articles.
1. Bell, C. (2016). Special needs under siege: From classrooms to incarceration. Sociology Compass, 10(8), 698–705. https://doi.org/10.1111/soc4.12392.
2. Blanchett, W. J. (2016). Disproportionate representation of African American students in special education: Acknowledging the role of white privilege and racism. Educational Researcher, 35(6), 24–28. https://doi.org/10.3102/0013189x035006024.
3. Blanchett, W. J., Mumford, V., & Beachum, F. (2005). Urban school failure and disproportionality in a post-brown era: Benign neglect of the constitutional rights of students of color. Remedial and Special Education, 26(2), 70–81. https://doi.org/10.1177/07419325050260020201.
4. Cartledge, G., Gardner, R., & Ford, D. Y. (2009). Diverse learners with exceptionalities: Culturally responsive teaching in the inclusive classroom. Upper Saddle River, NJ: Merrill, Pearson.
5. Chapman, E. N., Kaatz, A., & Carnes, M. (2013). Physicians and implicit bias: How doctors may unwittingly perpetuate health care disparities. Journal of General Internal Medicine: JGIM, 28(11), 1504–1510. https://doi.org/10.1007/s11606-013-2441-1.
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献