Critical Race Theory, Disability Microaggressions and Latina/o Student Experiences in Special Education

Autor/in	Dávila, Brianne
Titel	Critical Race Theory, Disability Microaggressions and Latina/o Student Experiences in Special Education
Quelle	In: Race, Ethnicity and Education, 18 (2015) 4, S.443-468 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2014.885422
Schlagwörter	Critical Theory; Race; Disabilities; Ethnography; Aggression; Racial Bias; Bullying; Barriers; Hispanic American Students; Student Behavior; Social Theories; Special Education; Urban Schools; High School Students; Participant Observation; Semi Structured Interviews; Grounded Theory; Coding; Social Bias; Student Attitudes; Teacher Expectations of Students; Teacher Attitudes; Secondary School Teachers; High Schools; California + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Handicap; Behinderung; Ethnografie; Racial discrimination; Rassismus; Mobbing; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Gesellschaftstheorie; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Teilnehmende Beobachtung; Codierung; Programmierung; Lehrerverhalten; Kalifornien
Abstract	This research draws upon critical race theory (CRT) to explore the experiences of Latina/o students in special education. It seeks to extend the theoretical construct of racial microaggressions and illustrate the additional layer of disability as I present data that are particular to the context of special education and the assigned label of students with disabilities. In this article, I draw upon three academic semesters of ethnographic observations and present observed cases of disability microaggressions that occur against Latina/o students in special education. The types of disability microaggressions include low expectations, disregard, and bullying. Students often did not challenge these microaggressions, but they occasionally resulted in students' refusal of academic services, providing an additional barrier to their academic success within the context of a program intended to facilitate it. And given the close-knit, intimate environment of the learning center, disability microaggressions that occurred resulted in a collective impact for Latina/o students in special education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01