Teacher Race and Racial Disparities in Special Education

Research output: Contribution to journalArticle

Abstract

The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

Original languageEnglish (US)
Pages (from-to)213-224
Number of pages12
JournalRemedial and Special Education
Volume40
Issue number4
DOIs
StatePublished - Aug 1 2019

Fingerprint

Special Education
special education
Students
teacher
Color
student
disability
Affective Symptoms
autism
Research
school
Population
evidence

Keywords

  • diversity
  • school(s)
  • teacher(s)

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Teacher Race and Racial Disparities in Special Education. / Fish, Rachel.

In: Remedial and Special Education, Vol. 40, No. 4, 01.08.2019, p. 213-224.

Research output: Contribution to journalArticle

@article{e564313bb0694377833ff02d32ec6a7f,
title = "Teacher Race and Racial Disparities in Special Education",
abstract = "The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.",
keywords = "diversity, school(s), teacher(s)",
author = "Rachel Fish",
year = "2019",
month = "8",
day = "1",
doi = "10.1177/0741932518810434",
language = "English (US)",
volume = "40",
pages = "213--224",
journal = "Remedial and Special Education",
issn = "0741-9325",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - Teacher Race and Racial Disparities in Special Education

AU - Fish, Rachel

PY - 2019/8/1

Y1 - 2019/8/1

N2 - The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

AB - The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

KW - diversity

KW - school(s)

KW - teacher(s)

UR - http://www.scopus.com/inward/record.url?scp=85068991447&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85068991447&partnerID=8YFLogxK

U2 - 10.1177/0741932518810434

DO - 10.1177/0741932518810434

M3 - Article

AN - SCOPUS:85068991447

VL - 40

SP - 213

EP - 224

JO - Remedial and Special Education

JF - Remedial and Special Education

SN - 0741-9325

IS - 4

ER -