Critical Investigation of Overrepresentation in Special Education: Innovative Research to Inform Policy and Practice

Abstract

The overrepresentation of Black, Latinx, and Emerging Bilingual students in special education has been a longstanding concern in the United States, and conflicting accounts of its causes and consequences have complicated responses to the issue. The field of education needs research informed by innovative analytical methods and Critical Race Theory to formulate educational policy and practices for addressing overrepresentation in schools. Therefore, I conducted a critical investigation on the overrepresentation of Black, Latinx, and Emerging Bilingual boys and girls in special education to gain a deeper understanding about the issue.

The aims of this investigation were to understand the causes and extent of overrepresentation, outcomes of special education, students’ experiences in special education, and ways to prevent overrepresentation. I analyzed national, longitudinal data (Early Childhood Longitudinal Study-K 2011 Restricted Data), using structural equation models and critical quantitative methods (e.g., quantitative methods aligned with critical race theory), and conducted a qualitative meta-analysis. Results from both analyses were understood by applying Critical Race Theory and intersectionality. Using a transformative mixed-methods framework, I merged the quantitative and qualitative findings, developing three overall investigative findings: a) unjust special education referrals by educators underprepared in social and racial justice; b) oppression and injustice in the fabric of the special education system; and c) overcoming oppression in special education through resistance, agency, and justice- based pedagogies.

My investigation uncovered startling research evidence about overrepresentation, raising questions about the usefulness of the special education system in its current form. Culminating from this research are implications for policy and practice to address overrepresentation, including an anti-racist special education model that challenges the inequitable practices and policies of special education.