Date of Graduation
12-2021
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
College/School
School of Education
Department
Special Education
Program
Special Education EdD
First Advisor
Xornam Apedoe
Second Advisor
Darrick Smith
Third Advisor
Erin McCloskey
Abstract
In the U.S. educational system, it is too common to see African American males overrepresented in special education classrooms, including segregated special education settings. African American males continuously experience disproportionate representation and placement in special education, especially under the label of ED (Harry & Anderson, 1994). Twice as many African American students in the United States are receiving services for Emotional Disturbance than their White counterparts.
Students who are labeled with ED have the lowest educational outcomes as well as lower success rates in life than any other disability classification (Merrrell & Walker, 2004). The consequences of the ED label can be devastating for African American males. This qualitative case study aims to fill a gap in the literature by using counter-storytelling, through the theoretical framework of Critical Race Theory, to privilege African American students’ voices in order to develop a further understanding about how the label of Emotionally Disturbed impacts African American males’ educational experiences. The counter-stories collected will inform and serve as a counterbalance to the dominant ideology that that entry into special education provides the effective teaching strategies necessary to serve the needs of students with Emotional Disturbance.
Recommended Citation
Ordaz, S. (2021). Understanding the African American Male Student Experience of Being Diagnosed with Emotional Disturbance Through the Use of Counter-Storytelling. Retrieved from https://repository.usfca.edu/diss/596
