Disproportionate Representation: One School's Solution
Lowrey, Karen Alisa
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/79735
Description
Title
Disproportionate Representation: One School's Solution
Author(s)
Lowrey, Karen Alisa
Issue Date
2003
Doctoral Committee Chair(s)
Renzaglia, Adelle
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Elementary
Language
eng
Abstract
Disproportionate representation of minority populations in special education is a well-documented phenomenon. Using a phenomenological approach involving the voices of many stakeholders, the following study sought to examine the relationship between the prereferral process to special education and the perceptions, beliefs, and expectations of stakeholders involved in the decision making process. An instrumental case study was conducted at a racially diverse Midwestern elementary school. Findings suggest that disproportionate representation is greatly impacted by teachers' beliefs, perceptions, and expectations of race. An unconscious bias of teachers regarding racial stereotypes for African American, Latino/a, and Caucasian students as well as the use of a language of poverty used as a proxy for race, specifically for African American students, was identified.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
