Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality

Autor/inn/en	Sullivan, Amanda L.; Artiles, Alfredo J.
Titel	Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality
Quelle	In: Urban Education, 46 (2011) 6, S.1526-1552 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085911416014
Schlagwörter	Race; Disproportionate Representation; Special Education; Minority Groups; Theories; Disabilities; Risk; Hypothesis Testing; School District Size; Teacher Student Relationship; Class Size; Arizona + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ethnische Minderheit; Theory; Theorie; Handicap; Behinderung; Risiko; Hypothesenprüfung; Hypothesentest; School district; School districts; Size; Schuleinzugsbereich; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengröße
Abstract	Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial groups, and disability categories. The findings confirm differential risk of educational disability across racial groups. Based on the theory adopted, several hypotheses were tested regarding the relations of relative risk to district structural features, with conflicting results found. (Contains 2 tables.) (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10