ERIC Number: EJ887249
Record Type: Journal
Publication Date: 2003-Sep
Abstractor: As Provided
Reference Count: 62
The Psychology of Disproportionality: Minority Placement in Context
Skiba, Russell J.; Simmons, Ada B.; Ritter, Shana; Kohler, Kristin R.; Wu, Tony C.
Multiple Voices for Ethnically Diverse Exceptional Learners, v6 n1 p27-40 Sep 2003
Racial disparities in special and gifted education cannot be understood independently of a broad legacy of racial inequity woven into American public education. The results of a qualitative study illustrate the context within which minority disproportionality occurs. School respondents agreed with the NRC panel's conclusion that poverty makes an important contribution to disproportionality; yet the data suggest that the effect of poverty is by no means linear. Respondents identified a number of contextual factors contributing to racial disparities in special education placement, including high-stakes testing. In particular, we were struck by the difficulty some respondents exhibited in discussing issues of race. To ensure implementation of the panel's recommendations, it becomes highly important to address broader socio-political issues, especially denial of the existence of racial disparities in the schools.
Descriptors: Disproportionate Representation, High Stakes Tests, Social Influences, Special Education, Public Education, Minority Group Children, Racial Discrimination, Poverty, Low Income Groups, Racial Factors, Academically Gifted, Student Placement, Child Development, Biology, Socioeconomic Status, General Education, African American Students, Child Behavior, Behavior Problems, At Risk Students, Racial Differences
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: firstname.lastname@example.org; Web site: http://www.cec.sped.org/ddel
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A