Intersectional Analysis of Emergent Bilingual Disproportionality in Special Education in Virginia: A Mixed-Methods Study

• In Event: Intersections of Race and Language

Abstract

One of the most complex, systemic challenges of racial, ethnic, and linguistic opportunity gaps in our K-12 education system is the disproportionate representation of emergent bilinguals in special education and ambiguous policies that impact eligibility. This mixed-methods study applied intersectional framing as a means of understanding how social categories, practices, and policies influence the representation of emergent bilinguals in special education in Virginia. Findings elucidate how the larger sociopolitical landscape and perceptions of ability impact emergent bilingual eligibility processes and outcomes for special education services. Implications for practice, policy, and research will be discussed.

Author

• Melissa J Cuba, University of Maine