A Comparative Case Study Analysis of the Teachers' Perceptions Causing the Overrepresentation of African American Males in Special Education

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Autor/in	Allen-Butler, Tara
Titel	A Comparative Case Study Analysis of the Teachers' Perceptions Causing the Overrepresentation of African American Males in Special Education
Quelle	(2019), (185 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-3257-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Males; African American Students; Disproportionate Representation; Special Education; Students with Disabilities; Racial Bias; Gender Bias; Emotional Disturbances; Learning Disabilities; Behavior Disorders; Mental Disorders; Federal Legislation; Educational Legislation; Equal Education; Teacher Role; Student Characteristics; Socioeconomic Status; Cultural Awareness; Teacher Education; Teacher Characteristics; Referral + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Disability; Disabilities; Behinderung; Racial discrimination; Rassismus; Geschlechterstereotyp; Gefühlsstörung; Learning handicap; Lernbehinderung; Mental illness; Geisteskrankheit; Bundesrecht; Bildungsrecht; Schulgesetz; Lehrerrolle; Socio-economic status; Sozioökonomischer Status; Cultural identity; Kulturelle Identität; Lehrerausbildung; Lehrerbildung
Abstract	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. [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	2024/1/01