Student Success Teams: How Race and Gender Impact Reports of Student Strengths in Prereferral Documentation

• In Event: Poster Session 12
  In Poster Session: Counseling Psychology Poster Session 1

Abstract

SSTs are designed to prevent racial disproportionality in special education through early identification and intervention. However, SSTs are inadequately specified and poorly understood. The literature suggests SST meetings tend to be deficit-based, failing to identify and develop genuine student strengths. This paper explores the strengths captured in 2014-2015 SST reports from nine counselors at three middle schools. Qualitative analysis was conducted on 919 statements of strengths in the SST records. Findings suggest: (1) minority students and males were overrepresented in referrals (2) the quantity and quality of strengths differed by student gender and race. Results have important implications for counselors and educators.

Authors

• Brenda Carrillo, Palo Alto School District

• Jordan Johnson, University of California - Berkeley

• Valerie Shapiro, UC Berkeley