Literaturnachweis - Detailanzeige
Autor/in | Fish, Rachel Elizabeth |
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Titel | Standing out and Sorting In: Exploring the Role of Racial Composition in Racial Disparities in Special Education |
Quelle | In: American Educational Research Journal, 56 (2019) 6, S.2573-2608 (36 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Fish, Rachel Elizabeth) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831219847966 |
Schlagwörter | Special Education; Racial Bias; Disproportionate Representation; White Students; Hispanic American Students; African American Students; American Indian Students; Students with Disabilities; Risk; Racial Composition; Social Status; Student Placement; Student Characteristics; Symptoms (Individual Disorders) Special needs education; Sonderpädagogik; Sonderschulwesen; Racial discrimination; Rassismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Disability; Disabilities; Behinderung; Risiko; Sozialer Status; Schülerpraktikum; Psychiatrische Symptomatik |
Abstract | Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilities, such as intellectual disability, increases for Black, Latinx, and Native American students. As the proportion of White students decreases, White students' risk of higher-status disabilities, such as speech/language impairment, increases relative to students of color. Thus, in the context of racial distinctiveness, student race becomes salient to sorting into special education. (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 | 2021/2/06 |