Risk in Schooling: The Contribution of Qualitative Research to Our Understanding of the Overrepresentation of Minorities in Special Education

Autor/inn/en	Harry, Beth; Fenton, Patrice
Titel	Risk in Schooling: The Contribution of Qualitative Research to Our Understanding of the Overrepresentation of Minorities in Special Education
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 16 (2016) 1, S.17-28 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Qualitative Research; Disproportionate Representation; Minority Group Students; Interviews; Observation; Documentation; Poverty; Family Influence; Socioeconomic Status; Racial Bias; Teacher Competencies; Educational Resources; Professional Development; Decision Making; School Policy; Social Influences; Cultural Influences + Suchen Sie Ihr Suchwort? Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Dokumentation; Armut; Socio-economic status; Sozioökonomischer Status; Racial discrimination; Rassismus; Lehrkunst; Bildungsmittel; Decision-making; Entscheidungsfindung; Schulpolitik; Sozialer Einfluss; Cultural influence; Kultureinfluss
Abstract	This article reviews 15 qualitative studies examining factors contributing to the overrepresentation of minorities in special education. Eleven studies constituted numerical surveys of practitioner perspectives, with additional questions that were analyzed qualitatively. Four studies relied on face-to-face interviews or qualitative surveys, in-field observations, and review of students' documents. This review is organized into two main groups of studies--those that investigated stakeholders' explanations only and those that combined stakeholders' perspectives with direct investigation of actual practices. Findings reflected considerable overlap in explanations for disproportionality including poverty, family issues, intrinsic child deficit, and school-based issues such as professional bias regarding socioeconomic status (SES) and race. The article calls for increased use of qualitative studies to unearth the root causes of disproportionality. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail: umkcmultiple@umkc.edu; Web site: http://multiplevoicesjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01