Receiving SPED Services and Outcomes for High School Students That Have STEM Teachers of Color (Poster 4)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

Evidence suggests that minoritized students that have teachers of the same race and students, generally, that have a teacher-of-color experience both cognitive and non-cognitive outcomes (Atkins et al, 2014; Dee, 2004, 2005; Egalite et al, 2015). This study adds to the discussion on teacher match by centering students receiving special education services in high school and with STEM teachers. Using HSLS:09 and grounded in quantitative criticalism, the study explores the relationship between receiving special education services and STEM-related outcomes for students that experience STEM teacher match. Preliminary analysis suggests Latino/a & white students that racially-matched to their 9th grade math teachers and receiving SPED services indicate an increased change in math identity relative to students not receiving SPED services.

Author

• Derek A. Houston, Southern Illinois University - Edwardsville