Publication Date

1-1-2021

Document Type

Article

Publication Title

AERA Open

Volume

7

DOI

10.1177/23328584211041354

Abstract

Using a dis/ability critical race theory (DisCrit) and critical quantitative (QuantCrit) lens, we examine disproportionate application of exclusionary discipline on multiply marginalized youth, foregrounding systemic injustice and institutionalized racism. In doing so, we examined temporal-, student-, and school-level factors that may result in exclusion and othering (i.e., placing into special education and punishing with out-of-school suspensions) within one school district. We frame this study in DisCrit and QuantCrit frameworks to connect data-based decision making to sociocultural understandings of the ways in which schools use both special education and discipline to simultaneously provide and limit opportunities for different student groups. Results showed a complex interconnectedness between student sociodemographic labels (e.g., gender, race, and socioeconomic status) and factors associated with both special education identification and exclusionary discipline. Our findings suggest that quantitative studies lacking in-depth theoretical justification may perpetuate deficit understandings of the racialization of disability and intersections with exclusionary discipline.

Keywords

disproportionality, exclusionary discipline, overrepresentation, quant/crit, race/ethnicity, special education

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Department

Special Education

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