Disproportionate Identification of Special Needs for Ethnic and Language Minority Students in England--Patterns and Explanations

Autor/in	Schmaus, Miriam
Titel	Disproportionate Identification of Special Needs for Ethnic and Language Minority Students in England--Patterns and Explanations
Quelle	In: British Journal of Sociology of Education, 43 (2022) 1, S.40-62 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.2002682
Schlagwörter	Foreign Countries; Disproportionate Representation; Disability Identification; Minority Group Students; Ethnic Groups; Language Minorities; Academic Ability; Student Behavior; At Risk Students; Teacher Attitudes; Racial Bias; Racial Discrimination; Special Needs Students; Blacks; Emotional Problems; Mental Disorders; Interpersonal Competence; Social Bias; Cultural Influences; Ethnic Stereotypes; Environmental Influences; Socioeconomic Status; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Sprachminderheit; Student behaviour; Schülerverhalten; Lehrerverhalten; Racial discrimination; Rassismus; Racial bias; Sonderpädagogischer Förderbedarf; Black person; Schwarzer; Mental illness; Geisteskrankheit; Interpersonale Kompetenz; Cultural influence; Kultureinfluss; National stereotype; Nationales Stereotyp; Environmental influence; Umwelteinfluss; Socio-economic status; Sozioökonomischer Status
Abstract	Using data from the Millennium Cohort Study, this article contributes to research on disproportionate special needs identification of ethnic and language minority students in England. It addresses the reasons behind such disproportionalities. By considering a comparatively broad set of indicators on students' abilities, behaviours and exposure to risk factors, it examines if these indicators fully account for existing disproportionalities. Remaining discrepancies might hint at teacher bias and discrimination. Results indicate that overrepresentation of minority students within different special needs categories is fully explained by their exposure to risk factors, when a broad set of risk measures is considered. This also holds true for the overrepresentation of Black Caribbean students within the category of social, emotional and mental health difficulties. Underrepresentation, however, remains largely unexplained by students' exposure to risk factors, school-related abilities and behaviours and even tends to increase when this information is considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01