Abstract
The disproportionate representation of black students in special education programs has been well documented, yet explanations for the overrepresentation are rare. Using a unique sample of U.S. public school districts (N = 981), this article examines the effects of local racial and political-economic structures, school district characteristics, and school desegregation politics on the representation of black students in educable mentally handicapped (EMH) programs. The findings demonstrate that a minority presence in the school district and economic resources and black political resources in the community as well as various dimensions of school desegregation politics are associated with the representation of black students in EMH programs. This research provides further evidence that racial differences in educational placement are related to structures of opportunity in school districts and the communities they serve and that the placement process should be the focus of continued study.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
