Literaturnachweis - Detailanzeige
Autor/in | Schmaus, Miriam |
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Titel | Disproportionate Identification of Special Needs for Ethnic and Language Minority Students in England--Patterns and Explanations |
Quelle | In: British Journal of Sociology of Education, 43 (2022) 1, S.40-62 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
DOI | 10.1080/01425692.2021.2002682 |
Schlagwörter | Foreign Countries; Disproportionate Representation; Disability Identification; Minority Group Students; Ethnic Groups; Language Minorities; Academic Ability; Student Behavior; At Risk Students; Teacher Attitudes; Racial Bias; Racial Discrimination; Special Needs Students; Blacks; Emotional Problems; Mental Disorders; Interpersonal Competence; Social Bias; Cultural Influences; Ethnic Stereotypes; Environmental Influences; Socioeconomic Status; United Kingdom (England) Ausland; Ethnie; Sprachminderheit; Student behaviour; Schülerverhalten; Lehrerverhalten; Racial discrimination; Rassismus; Racial bias; Sonderpädagogischer Förderbedarf; Black person; Schwarzer; Mental illness; Geisteskrankheit; Interpersonale Kompetenz; Cultural influence; Kultureinfluss; National stereotype; Nationales Stereotyp; Environmental influence; Umwelteinfluss; Socio-economic status; Sozioökonomischer Status |
Abstract | Using data from the Millennium Cohort Study, this article contributes to research on disproportionate special needs identification of ethnic and language minority students in England. It addresses the reasons behind such disproportionalities. By considering a comparatively broad set of indicators on students' abilities, behaviours and exposure to risk factors, it examines if these indicators fully account for existing disproportionalities. Remaining discrepancies might hint at teacher bias and discrimination. Results indicate that overrepresentation of minority students within different special needs categories is fully explained by their exposure to risk factors, when a broad set of risk measures is considered. This also holds true for the overrepresentation of Black Caribbean students within the category of social, emotional and mental health difficulties. Underrepresentation, however, remains largely unexplained by students' exposure to risk factors, school-related abilities and behaviours and even tends to increase when this information is considered. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |