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Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism

Department of Exceptional Education at the University of Wisconsin, School of Education, P.O. Box 413, Milwaukee, WI 53201; wjblanch{at}uwm.edu. Her research focuses on issues of inequity, including urban teacher preparation; issues of race, class, culture, and gender; disproportionate representation of students of color in special education; severe disabilities; and issues of sexuality for students with disabilities

This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice.

Educational Researcher, Vol. 35, No. 6, 24-28 (2006)
DOI: 10.3102/0013189X035006024


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