Who Cares About Black Students? A Phenomenological Study of Teachers’ Experience in Referring Black Students to Special Education

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Urban Education Resilience: Exploring Teacher Autonomy, Trauma Support, and College Access for Underrepresented Students (Table 1)

Abstract

The disproportionate number of African American students in special education is concerning, with teacher referrals being a key factor. This qualitative phenomenological study explores teachers' experiences in referring African American students in urban schools, focusing on how their perspectives, cultural awareness, and professional development influence their decisions. The study is guided by three research questions addressing teachers' perceptions, cultural competency, and professional development. Six general education teachers from a K-12 environment participated. Critical Race Theory underpins the study. Findings reveal factors contributing to the overrepresentation of Black students in special education. Recommendations for future research include exploring the role of culture in the special education referral process.

Author

• Sharnice Watson, Drexel University