Teacher Race and Racial Disparities in Special Education

Autor/in	Fish, Rachel Elizabeth
Titel	Teacher Race and Racial Disparities in Special Education
Quelle	In: Remedial and Special Education, 40 (2019) 4, S.213-224 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518810434
Schlagwörter	Racial Differences; Teacher Characteristics; Race; Diversity (Faculty); Public School Teachers; Special Education; Special Education Teachers; Racial Composition; Students with Disabilities; Minority Group Teachers; Minority Group Students; Disproportionate Representation; Teacher Student Relationship; Elementary Secondary Education; Asian Americans; African American Teachers; Hispanic Americans; American Indians; Wisconsin + Suchen Sie Ihr Suchwort? Rassenunterschied; Rasse; Abstammung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Hispanic; Hispanoamerikaner; American Indian; Indianer
Abstract	The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools' proportion of teachers of color, net of all other factors, is associated with students' increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06