African-American early childhood teachers' decisions to refer African-American students

Alicia L. Moore
2002 International Journal of Qualitative Studies in Education  
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'
more » ... ions of in¯uences guiding teacher praxis. From these collective works, a conceptual model was developed as a"teachers' decisions to refer" perspective that served as a framework for examining in¯uences that may have guided the participants' referral decisions. Findings revealed that African-American teachers have a collective teacher way of knowing and that socially constructed images of race and gender in¯uenced their referral decisions. Additionally, participant interviews revealed that African-American teachers tended to refer based on the need to ®nd assistance for students with special needs.
doi:10.1080/0951839022000014358 fatcat:s22uq6nv3zcsjolrl7wp256f2m