2026-09-21T01:00:48Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/79735 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Renzaglia, Adelle Lowrey, Karen Alisa 2015-09-25T19:53:16Z 2015-09-25T19:53:16Z 10000-01-01 2003 2003 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. Made available in DSpace on 2015-09-25T19:53:16Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3086126.pdf: 7705886 bytes, checksum: 54b38d9f5954a9bfcbd3abdc858f90de (MD5) Previous issue date: 2003 Embargo set by: Seth Robbins for item 81017 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 169 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003. http://hdl.handle.net/2142/79735 (MiAaPQ)AAI3086126 eng Education, Elementary Disproportionate Representation: One School's Solution text Dissertation Ph.D. Education Education University of Illinois at Urbana-Champaign