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ERIC Number: EJ1023437
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1045-988X
The Disproportionate Representation of African Americans in Programs for Students with Emotional and Behavioral Disorders
McKenna, John
Preventing School Failure, v57 n4 p206-211 2013
African American students are disproportionally represented in educational programs for students meeting eligibility criteria for emotional disturbance. Although special education services are designed to improve student outcomes, the provision of services may result in social stigma, removal from the general education setting, and inadequate learning opportunities. This article reports on contextual factors that may contribute to the overrepresentation of African American students. Recommendations for educational practice are also discussed. These include using an ecological framework for evaluating student behavior, strength-based methodologies, and culturally responsive teaching methods.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A