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Somewhere Between Isolation, Integration, and Segregation: Social Context, Racial Disproportionality, and Educational Opportunity Gaps

Sun, April 15, 10:35am to 12:05pm, Sheraton New York Times Square, Floor: Lower Level, Sutton Place Room

Abstract

Educational opportunity gaps result from the unequal distribution of community, school, and societal resources, which negatively impact student outcomes and contribute to broad educational and socioeconomic inequalities (Carter & Welner, 2013). One of the most persistent opportunity gaps in schools across the United States is racial disproportionality in special education. In this paper I ethnographically and comparatively explore how community and school segregation relate to disproportionate outcomes in special education. The findings show that isolated, integrated, and/or segregated social contexts affect how educational leaders and practitioners understand, rationalize, and address racial disproportionality in special education. The findings also illustrate how changing social contexts contribute to educational opportunity gaps that systematically disadvantage some students over others.

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