Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism

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Abstract

This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice.

Original languageEnglish (US)
Pages (from-to)24-28
Number of pages5
JournalEducational Researcher
Volume35
Issue number6
DOIs
StatePublished - Aug 2006
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education

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