Theorizing Racial Inequity in Special Education

By Amanda L. Sullivan, Alfredo J. Artiles. 2011

113 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5ab477b13dadb1c11ac4b9e2abdeebbbd02d3c66

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Citations in the corpus

An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy (2020, background): “Underrepresentation may signal unequal access to educational services that may help students with disabilities (Morgan & Farkas, 2016), whereas overrepresentation may signal differential access to general education and potential for stigmatizing labels (Shifrer, 2013; Sullivan & Artiles, 2011).”
Beyond Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension (2013, result): “…resources, contrary to relationships previously found in correlational analyses (e.g., Christle et al. 2005; Raffaele Mendez et al., 2002; Raffaele Mendez & Knoff, 2003), or in studies examining other types of disparities (e.g., special education disproportionality; e.g., Sullivan & Artiles, 2011).”
Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk (2013, background): “Notably, SES accounted for disproportionality among Black and Latino students, which runs counter to the findings of Hibel and colleagues and earlier studies (Skiba et al., 2008; Sullivan & Artiles, 2011).”
An Integrative Synthesis of Literature on Disproportionality in Special Education (2018, methodology): “…differences in access to knowledge and attainment, and that placing students from racially and ethnically diverse backgrounds in special education at higher levels than White counterparts serves as justification for continued educational inequities (Rocha & Hawes, 2009; Sullivan & Artiles, 2011).”