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ERIC Number: EJ916623
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1547-1888
General Educators' Perceptions and Attributions about Asian American Students: Implications for Special Education Referral
Hui-Michael, Ying; Garcia, Shernaz B.
Multiple Voices for Ethnically Diverse Exceptional Learners, v12 n1 p21-37 Fall 2009
This qualitative study investigated five elementary classroom teachers' perceptions of, and attributions about the school performance of Asian American students. Using naturalistic inquiry, data were obtained through interviews, classroom observations, document reviews and field notes; and were analyzed using grounded theory techniques. The findings revealed that positive, stereotypical perceptions about Asian culture generally influenced teachers' attributions about the success or failure of their Asian American students. Specifically, they were likely to overlook low performing, struggling Asian American students unless they demonstrated challenging behaviors. Further, teacher attributions reflected limited understanding of culture, second language acquisition, and disability; students' limited English proficiency was viewed as the overriding contributor to low performance of English language learners. Implications for professional development and future research are discussed. (Contains 1 table and 2 notes.)
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: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas