Intervention in School and Clinic · 2001 · 30 citations · 20 references
EducationSpecial EducationTeachingAfrican American EducationClassroom ManagementCulturally Responsive PedagogyAfrican American Special EducationEthnicity In EducationEthnicity In SchoolingInclusive Classroom PracticesRace In EducationRace In SchoolingAfrican American Student AchievementBlack Student AchievementMinority Student AchievementRacial Bias In TeachingRacialized Classroom DynamicsRacialized Experiences In EducationSpecial Education IdentificationWalking
The public education system in the United States has overidentified African American children as targets for special education. In 1998, figures released by the U.S. Department of Education showed that African American students comprised 21% of all students in special education courses in the United States. Yet, African American students account for only 16.8% of the public school population. Research shows that overidentification is related to ethnicity, poverty, inappropriate assessment tools used by schools, and teacher misperceptions. This article describes teachers' perceptions of African American students' achievement and aggression based on their walking style. Additionally, suggestions are provided for teaching practices and student interactions that promote high student achievement in the classroom and beyond.
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