The Aftermath of Disproportionality Citations: Situating Disability-Race Intersections in Historical, Spatial, and Sociocultural Contexts

We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical,...

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Bibliographic Details
Published in:American educational research journal 2023-04, Vol.60 (2), p.367-404
Main Authors: Tefera, Adai A., Artiles, Alfredo J., Kramarczuk Voulgarides, Catherine, Aylward, Alexandra, Alvarado, Sarah
Format: Article
Language:English
Subjects:
Cultural Influences
Discipline
Disproportionate Representation
Educational inequality
Educational Legislation
Educational Policy
Elementary Secondary Education
Equal Education
Federal Legislation
Ideology
Individuals with Disabilities Education Improvement Act 2004-US
Minority Group Students
Racial Differences
Racial Relations
Racism
School Districts
Social Influences
Special Education
Student Diversity
Students with Disabilities
Suburban areas
Suburban Schools
United States History
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Summary:We used a situated approach to examine the aftermath of citations for racial disparities in special education and discipline. The study was conducted in one suburban school district and examined staff’s interpretations and responses to multiple disproportionality citations. We found that historical, spatial, and sociocultural contexts mediated stakeholders’ interpretations and reactions to citations and the consequences of their responses. Our findings demonstrate how a history of race relations in the district and the community as well as spatial opportunity structures shaped disability and discipline racial disparities; the consequences of a damaged imagery for multiply marginalized youth and their families in explanations of disproportionality citations; and the shortcomings of the district’s symbolic and predominately color-evasive responses as a consequence of ambiguous federal and state policy mandates.
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312221147007