Same as It Ever Was: The Nexus of Race, Ability, and Place in One Urban School District

Autor/inn/en	White, Julia M.; Li, Siqi; Ashby, Christine E.; Ferri, Beth; Wang, Qiu; Bern, Paul; Cosier, Meghan
Titel	Same as It Ever Was: The Nexus of Race, Ability, and Place in One Urban School District
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 55 (2019) 4, S.453-472 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2019.1630130
Schlagwörter	Access to Education; Students with Disabilities; Minority Group Students; Low Income Students; Equal Education; Racial Bias; Socioeconomic Status; Labeling (of Persons); Inclusion; Urban Schools; School Districts; Student Placement; School Segregation; Social Discrimination; Geographic Information Systems; Neighborhoods; Autism; Emotional Disturbances; Intellectual Disability + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Racial discrimination; Rassismus; Socio-economic status; Sozioökonomischer Status; Labeling-Ansatz; Inklusion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schülerpraktikum; Soziale Benachteiligung; Soziale Schließung; Neighbourhoods; Nachbarschaft; Autismus; Gefühlsstörung; Intellect; Verstand
Abstract	Lack of access to general education for students with disabilities, particularly students with extensive support needs, students of color, and students from low-income households, reflects continued educational inequities for multiply marginalized students. Here, we present findings of a geospatial analysis of the intersections of race, socioeconomic status, disability labels, and levels of inclusion for students with disabilities in an urban school district, serving primarily students of color. Findings show trends in segregated placements mirroring historical redlining practices, suggesting the persistence of racial segregation that is enacted systematically and systemically via special education placements, disability categories, and geography. Results suggest the need to examine student-level placement data in the context of race, class, disability label, and space to identify and address inequities in access to inclusive schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01