African American Student Representation in Special Education Programs

Autor/inn/en	Kearns, Tori; Ford, Laurie; Linney, Jean Ann
Titel	African American Student Representation in Special Education Programs
Quelle	In: Journal of Negro Education, 74 (2005) 4, S.297-310 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	School Psychologists; Parent Participation; Parent School Relationship; Factor Analysis; African American Students; Special Education; Disproportionate Representation; Racial Bias; Counselor Attitudes; Beliefs; Student Diversity; Racial Differences; Cultural Differences; Parent Influence; Teacher Influence; Cultural Awareness + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Faktorenanalyse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Racial discrimination; Rassismus; Belief; Glaube; Rassenunterschied; Kultureller Unterschied; Cultural identity; Kulturelle Identität
Abstract	In the present quantitative and qualitative study, school psychologists provided responses to a paper-and-pencil survey about their perceptions of the disproportionate representation of African American students in special education. They described their perceptions of the causes and solutions for overrepresentation by providing ratings on structured items as well as responding to open-ended questions. Respondents' previous training in multicultural issues was assessed using an original scale based on recommendations for school psychological practice with racially and culturally diverse students. An important goal of the study was to understand school psychologists' beliefs about disproportionate representation because they are often considered the doorkeepers of special education. Results of a principle components factor analysis revealed that participants considered lack of parental involvement and broadly defined cultural disadvantage, the failures of both the regular education and special education systems, and pressures from parents and teachers to place African American students as the most influential factors that represent African American students in special education. Furthermore, the self-reported cross-cultural competence of participants was found to be associated with the likelihood that solutions to the above named problems would be implemented. (Contains 2 tables.) (Author).
Anmerkungen	Journal of Negro Education. Howard University, P.O. Box 311, Washington, DC 20059. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: jne@howard.edu; Web site: http://www.journalnegroed.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10