Date of Award
Spring 2-7-2024
Degree Type
Restricted Access Capstone
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Amy Nelson-Christensen
Second Advisor
Dr. Ashley Mayworm
Third Advisor
Dr. Patrice Leverett
Abstract
Drawing on data from the National Center for Education Statistics (NCES) and the Illinois School Report Card, along with initial case study findings from Viking High School, this paper examines the issue of overidentification of African-American students, particularly under the classification of Emotional Disability (ED). Overidentification of African-American students is a long-standing equity and social justice issue in education. Evidence of disproportionate special education data and disparities in discipline underscores the urgent need for implementing equity-focused interventions to mitigate the overrepresentation of African-American students in special education. Building upon the findings, this paper proposes the implementation of the ReACT intervention developed by McIntosh et al. (2021b). ReACT combines equity-focused professional development, implicit bias training, culturally relevant teaching practices, and restorative justice within the positive behavioral interventions and supports (PBIS) framework to promote racial equity and foster a more inclusive and supportive learning environment at Viking High School and similar educational institutions. This comprehensive approach aims to address the root causes of racial disparities in identification and discipline within special education settings.
Recommended Citation
Boyd, C.
(2024).
Overrepresentation of African-American Students Diagnosed with an Emotional Disability.
Retrieved from: https://ecommons.luc.edu/luc_soecap/10
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
