Date
2014
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Sharon Michael-Chadwell
Keywords
African-American, Caucasian, overrepresentation, special education, teacher perceptions
Disciplines
Curriculum and Social Inquiry | Disability and Equity in Education | Education | Elementary Education and Teaching | Special Education and Teaching
Recommended Citation
Seaberry, Thomas, "The Perceptions of Caucasian Female Elementary Teachers and the Overrepresentation of African-American Males in Special Education" (2014). Doctoral Dissertations and Projects. 972.
https://digitalcommons.liberty.edu/doctoral/972
Abstract
There is a disproportionate amount of African-American males in special education programs. Several factors have been offered by researchers as to why this phenomenon continues to be a problem throughout the county. The purpose of this study was to understand how Caucasian female teachers' perceptions of African-American male students might influence their overrepresentation in special education. This qualitative study employed an ethnographic case study method, and relied primarily on a pilot study and teacher interviews to obtain data related to this phenomenon. Using this research design, the researcher established six themes related to the research phenomenon: (1) cultural discontinuity between Caucasian female teachers and their African-American male students, (2) lack of multicultural and/or diversity training for teachers, (3) Caucasian female teachers' perceptions of colorblindness may influence the research phenomenon, (4) lack of teacher understanding regarding special education and RtI process, (5) gender bias between teacher and student, and lack of male, specifically African-American male, teacher representation in elementary schools, and (6) Caucasian female teachers' low academic/behavior expectations of their African-American male students.
Included in
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Elementary Education and Teaching Commons, Special Education and Teaching Commons