The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts

Autor/inn/en	Tefera, Adai A.; Artiles, Alfredo J.; Kramarczuk Voulgarides, Catherine; Aylward, Alexandra; Alvarado, Sarah
Titel	The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts
Quelle	In: American Educational Research Journal, 60 (2023) 2, S.367-404 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Artiles, Alfredo J.) ORCID (Kramarczuk Voulgarides, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312221147007
Schlagwörter	Special Education; Discipline; Disproportionate Representation; Racism; Racial Differences; School Districts; Suburban Schools; Social Influences; Cultural Influences; Racial Relations; Students with Disabilities; Minority Group Students; Educational Policy; Educational Legislation; Equal Education; Federal Legislation; Ideology; Elementary Secondary Education; United States History; Student Diversity + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Disziplin; Rassismus; Rassenunterschied; School district; Schulbezirk; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Sozialer Einfluss; Cultural influence; Kultureinfluss; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Bundesrecht; Ideologie
Abstract	We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff's interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders' interpretations and reactions to citations and the consequences of their responses. Our findings demonstrate how a history of race relations in the district and the community as well as spatial opportunity structures shaped disability and discipline racial disparities; the consequences of a damaged imagery for multiply marginalized youth and their families in explanations of disproportionality citations; and the shortcomings of the district's symbolic and predominately color-evasive responses as a consequence of ambiguous federal and state policy mandates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01