Date of Award
12-2022
Degree Type
Dissertation
Degree Name
Doctor of Philosophy - School Psychology
Department
Human Services
First Advisor
Dr. Nina Ellis-Hervey
Second Advisor
Dr. Elaine Turne
Third Advisor
Dr. Luis Aguerrevere
Fourth Advisor
Dr. Amanda Rudolph
Abstract
Research shows that Black students are over-represented in special education for a reading disability based on the inaccuracy of teacher referrals. Teachers' accuracy in referring Black students to special education for a reading disability is not an extensively researched area. This study aims to determine if teachers' biases and attitudes toward Black students impacted their ability to accurately make a special education referral for a reading disability for this population of students. For this study, teachers completed a questionnaire, cultural competence self-assessment checklist, four vignettes, and a post-vignette question to determine if their personal biases and attitudes impacted their willingness to refer Black students to special education for a reading disability. A cross-tab, chi-squared test, and binary logistic regression were the methods used to examine the data. All data collected in the study were from school districts across the country and teacher pages via social media groups on LinkedIn and Facebook. The researcher hypothesized that whether Black students were struggling or not within the vignettes, teachers would refer them for special education services at a higher rate.
Repository Citation
Wise Perry, Blade, "Does Teacher Bias Increase Referral of Blacks to Special Education for a Reading Disability?" (2022). Electronic Theses and Dissertations. 519.
https://scholarworks.sfasu.edu/etds/519
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Accessibility Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons
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