A Qualitative Analysis of Teachers' and Counselors' Perceptions of the Overrepresentation of African Americans in Special Education A Preliminary Study

• Published in: Teacher education and special education Vol. 32; no. 3; pp. 226 - 238
• Main Authors: Shippen, Margaret E., Curtis, Rebecca, Miller, Alan
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2009; SAGE PUBLICATIONS, INC
• Subjects: African American Students; African Americans; Alabama; Bias; Content Analysis; Counselor Attitudes; Disproportionate Representation; Education authorities; Educational programs; Family Involvement; Focus Groups; Intellectual disabilities; Mental Retardation; Minority groups; Parent participation; Perceptions; Professional Development; Qualitative Research; Representativeness; Rural communities; Rural Schools; School Counselors; School Districts; Special Education; Special Education Teachers; Susceptibility; Teachers; Alabama; African Americans; counselors; teachers; overrepresentation
• DOI: 10.1177/0888406409340009
• ISSN: 0888-4064

In this study, the authors investigate the perceptions of general educators, special educators, and school counselors on the topic of overrepresentation of minorities (specifically, African American) in special education programs. The study took place in a rural school district in south central Alabama, where overrepresentation of African American students in the category of mental retardation had been identified as a chronic problem by the Alabama State Department of Education. Participants took part in focus groups that were held separately for each identified group (e.g., general educators: n = 5; special educators: n = 4; and school counselors: n = 4). Qualitative data collected from the focus groups were examined using content analysis, resulting in the identification of multiple overlapping themes related to overrepresentation. These themes included a lack of family involvement, misinterpretation of assessment results, a lack of understanding of overrepresentation, and unclear ideas about disability characteristics. Findings from the data include a discussion of variables related to systematic bias and susceptibility to disability labeling. Implications for professional development and educator training are presented.