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The Overrepresentation of African Americans in Special Education

Haily Wilbert

Salt Lake Community College

Eths 2410-402

Dr. Juone Kadiri

04/05/20
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The Overrepresentation of African Americans in Special Education

An ongoing issue in Education, more specifically Special Education, is the

overrepresentation of African American students placed into Special Education services. This is

a complex issue that involves many different factors. This includes socioeconomic factors,

experience with racism, teacher biases, inappropriate instruction, and inadequate research

(McKenna, 2013). These factors play a large role in the disproportion of African American

students who are placed into Special Education. Then there is a question of what impact this has

on African American student’s future and the continuous oppression of African Americans. It is

important to examine the repercussions these factors can have in a student’s short term and long-

term learning, so educators can use them to change the disproportion. How can we change the

process of referral or inappropriate instruction to end the disproportionality in a way that is best

for African American students? Educators need to look at a variety of practices that will make a

difference in the perception of African American students. This includes many different options

such as using strength-based approaches, culturally responsive teaching, and many other changes

to teaching practices. Looking at this issue and how we can change it will put us closer to ending

racial separation.

Factors of Overrepresentation

Disproportionality in general is caused by several factors. Such as, the failure to

recognize cultural differences and accommodate for them, inappropriate assessment strategies,

and lack of responsiveness to socioeconomic differences (Logsdon, 2019). Some more

contributors to the overrepresentation are socioeconomic status, experience, school

demographics, educator perceptions, and inappropriate instruction (Mckenna, 2013). Often low

socioeconomic status is related to poor student achievement, because of lack of proper health
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care and nutrition. This can increase the likelihood of a child obtaining a disability and posing

risk for learning difficulties (McKenna, 2013). Another contributor is experiences with racism,

African American students who experience this often have a negative perception towards school.

This contributor plays a more specific role in the disproportion of African American students

diagnosed with an Emotional and Behavioral Disorder (EBD). “…African Americans who self-

reported high levels of discrimination were associated with higher levels of depressive and

maladaptive behaviors.” (Mckenna, 2013).

School and community demographics have an affect on the disproportionality as well.

African American students have a higher rate of overrepresentation in predominantly Caucasian

communities, they are one and a half times more likely to be referred when attending school in

wealthy communities (McKenna, 2013). In the documentary American Promise, an African

American student named Idris goes to a predominantly white school, where he is one of five

African American students. From Kindergarten to middle school it is constantly in his reports

that his teachers believe he should be tested for ADHD. His father, who is a psychologist, does

not see the symptoms the teachers are seeing (Brewster & Stephenson, 2013). This is a perfect

example of the factor school demographics play. It brings to light the question of, is Idris being

recommended for testing because he attends a predominantly white school and is isolated by the

educators for being one of the few African American students? If he had attended a

predominantly African American school would he have still been recommended for testing?

Negative educator perceptions and their inappropriate instruction create tension and hold

a negative factor in African American students’ education. Educators who believe African

American students lack the skills for academic success will often nonverbally transmit that

message to the students (McKenna, 2013). Some educators also believe that an African
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American student’s struggle to conform to the majority culture is cause for a referral, believing

their culturally relevant behavior is maladaptive (Mckenna, 2013). This brings up inappropriate

instruction, many educators of African American students fail to use evidence-based practices,

where high quality instruction is needed to prevent the need for Special Education services

(Mckenna, 2013).

Impact of Overrepresentation

All these factors can have long lasting impact on African American students and the

continuous issue of racial separation. The disproportionality can prevent children from reaching

their full academic potential, fuel negative stereotypes, and result in racial profiling (Logsdon,

2019). It can also have an impact on how students see themselves and their own achievement. If

they are constantly told and shown they are not likely to achieve they will become what they are

labeled. This is known as the labeling theory by Howard Becker, which asserts that labels

influence the perception of both the individual and society (Gold & Richards, 2012). Becker’s

labeling theory continues to say that once most of the society has decided certain behaviors are

outside of the norm “…any individuals exhibiting such behaviors are considered deviants.”

(Gold & Richards, 2012). In Special Education labeling has been found to have several positive

effects, including allowing for easy communication among professionals, more research

targeting the best practices, and has led to the development of instructional strategies (Gold &

Richards, 2012). For African American students it creates more negatives than positives.

Disproportionality continues to plague the field, there is also a tendency to place African

American students with disabilities in restrictive settings, and both general and special education

classrooms fail to use culturally responsive instruction (Gold & Richards, 2012). Where many

educators have the perception that African American students will not do well, they tend to seek
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out any negative behaviors or learning struggles they may have. In the documentary Educating

Black Boys, a 2nd grade African American boy, Isaac, and his mother are being interviewed. His

mother is discussing her frustration that Isaac could not identify the numbers 1-10, until just

before 2nd grade (Harris, 2012). It is frustrating that his teachers had not caught on to his need for

support, especially based on the stereotyping and educators labeling of this child.

Changing the Overrepresentation

How do we fix the problem of disproportionate representation of African Americans in

Special Education? One way could be through the change of intervention and referral processes.

Early Intervention Services (EIS) allows districts to spend an extra 15% of Special Education

funds on academic and behavioral supports for at-risk general education students (Ralabate,

2007). This could help provide additional support for African American students who may not

necessarily need Special Education services. Another intervention program is a Response-to-

intervention (RtI). This is a multiple step process to provide students with support for behavior

and learning (Ralabate, 2007). RtI focuses on how well students respond to changes in

instruction and provides additional support if needed (Ralabate, 2007). Culturally responsive

teaching is another change that can play a major role in changing the disproportionality.

Culturally responsive teaching is taking into account a student’s knowledge base and cultural

practices and connecting it to the current curriculum (McKenna, 2013). This means that a teacher

is inclusive of the students and their cultural norms. Making the classroom not only more

comfortable for the students but also changing the perception of educators. This could help

alleviate some of the problems that come from the labeling theory, when an educator recognizes

the difference in cultures. These are some changes that could make the difference for

overrepresentation. Taking into account the factors and impact will especially help make the
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change. If educators know the factors and take it into account, they can consciously make the

decision to take different steps when thinking about referring an African American student to

special education.

Reflection

This research paper has brought to my attention many issues in education that are a

constant struggle for African American students. I previously had no knowledge of the

overrepresentation of African Americans in Special Education. Even in my college teacher

education courses there has not been mention of the disproportions. This has helped my progress

in this course’s outcomes and expectations. I believe it has helped changed my own perception

and will have been beneficial for my future career as a teacher.

One of the learning outcomes I believe I have made progress toward through this project,

is demonstrating substantive knowledge of the historical, political, cultural, and social

experiences of the African Americans in the U.S. This research has opened my eyes to more

underlying issues than what we are taught throughout school and how that is another issue not

often discussed. I also believe this has helped my progress toward understanding the complexity

and diversity embodied within the African American. Through this research I found that the

disproportion in Special Education is a complex issue that involves many different factors and to

change the issue, will require a complex and diverse solution. Through this project I hope that I

have achieved and demonstrated my awareness of the need for social justice amongst

disenfranchised, discriminated and oppressed groups. I found that the more I investigated the

topic, the more issues and justice was needed. It opened my eyes to what I need to be aware of as

a future educator.
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References
McKenna, J. (2013). The disproportionate representation of African Americans in programs for

students with emotional and behavioral disorders. Preventing School Failure, 57(4), 206.

https://doi-org.libprox1.slcc.edu/10.1080/1045988X.2012.687792

Gold, M. E., & Richards, H. (2012). To label or not to label: the special education question for

African Americans. Educational Foundations, 26(1/2), 143–156.

Brewster, J. & Stephenson, M. (Producer), & Brewster, J. & Stephenson, M. (Director). (2013).

American Promise [Motion Picture]. United States: Rada Film Group.

Harris, T. (Producer), & Harris, T. (Director). (2012). Educating Black Boys [Motion Picture].

United States: Al Jazeera English.

Ralabate, P. (2007). Truth in labeling: Disproportionality in Special Education. National

Education Association. http://www.nea.org/assets/docs/HE/EW-TruthInLabeling.pdf

Logsdon, A. (2019, October 08). Disproportionality of race in Special Ed programs. Very Well

Family. https://www.verywellfamily.com/disproportionality-in-special-education-

programs-2162684