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Existing literature regarding European-American teachers' referrals of African-American students for special education programs is abundant. However, literature that explains African-American teachers' referrals of African-American students, in their own voices, is limited. This qualitative study examines the in¯uences guiding African-American teachers' decisions to refer African-American students for special education programs. It uses, as a conceptual framework, several researchers'doi:10.1080/0951839022000014358 fatcat:s22uq6nv3zcsjolrl7wp256f2m