A Case Study of Significant Disproportional Discipline of African American Students in Special Education: Inquiry in a Suburban School District

Autor/in	Barton-Vasquez, Katherine Anne
Titel	A Case Study of Significant Disproportional Discipline of African American Students in Special Education: Inquiry in a Suburban School District
Quelle	(2018), (243 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola Marymount University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-5461-5
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Discipline; Disproportionate Representation; African American Students; Special Education; Suburban Schools; School Districts; Disabilities; Qualitative Research; Employee Attitudes; Administrator Attitudes; Teacher Attitudes; Interviews; Position Papers; Racial Discrimination; Disadvantaged; Cultural Relevance; Discipline Policy; Change Strategies; Elementary Secondary Education; School Administration; Educational Malpractice; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Disziplin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Handicap; Behinderung; Qualitative Forschung; Arbeitnehmerinteresse; Lehrerverhalten; Interviewing; Interviewtechnik; Positionspapier; Racial bias; Rassismus; Disziplinarmaßnahme; Lösungsstrategie; Bildungsmisere; Kalifornien
Abstract	In U.S. school districts, African American special-education students are disciplined more heavily than other students. This case study examined how a suburban high school district in Southern California addressed disproportionality and significant disproportionality in the discipline of African American students with disabilities. The study gathered qualitative data through interviews with 28 of the district's employees--including officials, administrators, psychologists, security officers, teachers, and classified staff--and analysis of the interviews, along with relevant documents and field notes. This research provides an overall picture of the challenges involved in overcoming disproportionality and significant disproportionality in student discipline, especially those of marginalized groups, and suggests ways to improve school programs. The study highlights the importance of taking cultural issues into account as they relate to employing effective disciplinary tactics, especially for African American special-education students. Findings indicate that district employees may not clearly understand which student population the California Department of Education (CDE) has identified as disciplined disproportionally or significantly disproportionally (African American students in general or African American special-education students) and that current practices have been inefficient in addressing the issue of significant disproportionality. The findings also demonstrate a systemic racism and favoritism of students who embody White hegemonic values and that this impact is represented in the significantly disproportional discipline of African American students with disabilities. The findings support the need for school communities to discuss the best ways to teach African American special-education students and create a targeted approach to dealing with the excessive discipline of this population rather than continuing with the current generic approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01