Book chapter
A Pattern of Practice: A Historical Analysis of Disciplinary Practices of Black Girls with Disabilities
Racism by another name: black students, overrepresentation, and the carceral state of special education, pp.39-51
2021
Abstract
Despite the overturning of the “separate-but-equal” doctrines within the United States’ public school systems, many Black students are still denied equal and equitable schooling experiences, treatment, and educational opportunities (Darling-Hammond, 2010; Lipman, 2004). The narratives of Black students labeled as needing special education services are often set in the context of underfunded special education programming and patterns of inappropriate identification. Black students (including Black girls) are easily assigned labels in the more subjective diagnostic disabilities categories such as, learning disabled, attention deficit hyperactivity disorder, and behaviorally or emotionally disturbed and are hastily placed in special education classrooms (Ford, 2012; Rebell & Wolff, 2008; Shealey & Lue, 2006), limiting their educational access and potential. These students are then pushed out of schools and are often subjected to high rates
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Details
- Title
- A Pattern of Practice: A Historical Analysis of Disciplinary Practices of Black Girls with Disabilities
- Creators
- Dorothy E HinesMildred BovedaAyana Allen-Handy - Drexel University, School of EducationEndia J Lindo
- Publication Details
- Racism by another name: black students, overrepresentation, and the carceral state of special education, pp.39-51
- Series
- Research, advocacy, collaboration, and empowerment mentoring series
- Publisher
- Information Age Publishing, Inc; Charlotte, NC
- Edition
- 1
- Number of pages
- 1 online resource (xvi, 303 pages)
- Resource Type
- Book chapter
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991022032971304721