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Title:Disproportionate Representation: One School's Solution
Author(s):Lowrey, Karen Alisa
Doctoral Committee Chair(s):Renzaglia, Adelle
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Elementary
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.
Issue Date:2003
Type:Text
Language:English
Description:169 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003.
URI:http://hdl.handle.net/2142/79735
Other Identifier(s):(MiAaPQ)AAI3086126
Date Available in IDEALS:2015-09-25
Date Deposited:2003


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