Intersectional Field Analysis: Conceptualizing Immigrant Families' Encounters with Special Education Power

Autor/inn/en	Ankita Bhattashali; Zachary A. McCall
Titel	Intersectional Field Analysis: Conceptualizing Immigrant Families' Encounters with Special Education Power
Quelle	In: Exceptional Children, 92 (2026) 2, S. 205-221Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ankita Bhattashali) ORCID (Zachary A. McCall)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029251363836
Schlagwörter	Forschungsbericht; Special Education; Power Structure; Immigrants; Decision Making; Family School Relationship; Cultural Capital; Barriers; Parent Teacher Cooperation; Parent Student Relationship; Family Involvement; Models; Intersectionality + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Immigrant; Immigrantin; Immigranten; Decision-making; Entscheidungsfindung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Analogiemodell
Abstract	In this conceptual paper, we introduce intersectional field analysis as a theoretical framework for understanding how power operates in the special education field broadly and how it affects immigrant families in their efforts to influence special education decisions for their children. We apply the framework, which merges key insights from intersectionality and field analysis to describe (a) special education capital and its unequal distribution among positions in the field and (b) the habitus most favored in the field and factors likely to determine immigrant families' fit with that habitus (i.e., language resources, social identities in the country of origin, and supports in the United States context). In our concluding sections, we discuss implications for practice, future research, and applications of intersectional field analysis for other persistent power and equity dilemmas in special education. (As Provided).
Anmerkungen	SAGE Publications. 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: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01