Culturally Responsive Education

and Disproportionality of Latino

Males in Special Education

Abigail Dudley
March 22, 2018

Chair: Dr. Nicole Ralston

Committee Members: Dr. Hillary Merk & Dr. Randy Hetherinigton
Agenda
• Purpose of Study
• Literature Review
• Theoretical Framework
• Methodology
• Results by Research Question
• Limitations and Future Research
• Implications for Professional Practice
2
There is disproportionate
representation of Latino
males in special education.

Bal, Sullivan, & Harper, 2014; Hibel et al., 2010; Miranda et al., 2014;
Office of Civil Rights, 2017; Oswald, Best, & Coutinho, 2006;
Skiba et al., 2008
3
 Percentage of Latino/a student enrollment
by gender in Oregon 2011-12

Gender In SPED Total

Latino/a Total 21% 21%
Latino Male 14% 11%
Latina Female 7% 10%

SOURCE: Office of Civil Rights, US Department of Education, 2017

4
 Percentage of Latino and White Male Students in SPED in the Four
Largest Districts in the Portland Tri-County Area 2012-13

22%
18% 19%
18% 17% 17%
15% 14%

PPS BSD HSD NCSD

Latino White
SOURCE: Office of Civil Rights, US Department of Education, 2017
5
 Culturally Responsive Education
(CRE) has the potential to impact
disproportionality for culturally and
linguistically diverse learners.
Cartledge & Kourea, 2008; Duncan-Andrade, 2007;
Esposito & Swain, 2009; Klingner et al., 2005

6
Purpose of Study
• Investigate the student perception of CRE
• Latino males in middle school
• Means of gaining insight into disproportionate
placement rates in special education

7
 Literature Review

Culturally
Latino Male
Disproportionality Responsive
Experience
Education

8
 Literature Review

Culturally
Latino Male
Disproportionality Responsive
Experience
Education

9
Culturally Responsive Education
• Increase student achievement (Byrd, 2016; Chun & Dickson, 2011)
• Increase engagement (Christianakis, 2011; Shumate, Campbell-Whatley, & Lo, 2012)
• Improve students’ attitudes towards school (Behr, Marson, &
Nelson, 2014)

• Validate the lived experiences of students (Cammarota, 2008;

Ramirez & Jimenez-Silva, 2015)

10
Theoretical Framework: Latino Critical Race
Theory (LatCrit)
• Challenges the black/white binary (Perea, 1997)
• Analyzes unique aspects of Latino culture (Stephancic, 1997;
Valdez, 1995)

• Testimonio (Huber, 2009; Reyes & Curry Rodriguez, 2012)

• Honor student voices (Halx & Ortiz, 2011)
• Retells story of the status quo (Fernandez, 2002)
• Directly challenges stereotypes (Garza & Soto Huerta, 2014; Jackson, Sealey-Ruiz, &
Watson, 2014; Valenzuela, 1999)
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Setting and Participants Other
Black 5%
Asian 2%
4%

• Seven Participants
• Criterion Sampling
White
• One middle school in Oregon Latino/a
52%
• 7-8 grade 37%
• 811 students
• 45% economically disadvantaged
• 28% EL
Oregon Department of Education, 2017

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 Percentage of Subgroup in SPED

21%

15% 16% 16%

TOTAL WHITE LATINA LATINO

POPULATION MALES FEMALES MALES
District Data Report, 2017
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Methodology
Initial Interview
Instrumentation
• Semi-structured questions
Interviews File
• Two Rounds Review
• 30-45 minutes
File Reviews
• Background and context
• Additional areas of inquiry Final Interview

14
Data Analysis
• Pre-coding
• Deductive Coding
• Hypothesis, a prioi
• Collectivism, high expectations, representation in the curriculum

• Inductive Coding
• Pattern, in vivo
• “We’re human”, concept of others, in school we trust
Saldaña, 2009

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Research Questions
1. What are the perceptions of educational experiences of middle
school aged, Latino males who have been identified for special
education, as they relate to CRE?
2. How are students’ academic identities defined within the extent of
CRE perceived in their educational experiences?
3. How do Latino male middle school students who have been
identified for special education perceive race/ethnicity and gender
in their educational experience?

16
The Findings

17
Research Question 1: Perceptions of CRE
There was superficial representation of CRE in the
perceptions of participants

• Representation in the curriculum

• Family engagement
• Learning structures

18
Representation in the Curriculum

Banks, 1989; Brown & Crippen, 2016; Dickson, Chun, & Torres Fernanadez, 2016;
Gay, 2000; Kelley, Siwatu, Toast, & Martinez, 2015; Valenzuela, 1999

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“In6 thgrade I chose to do a
project on Caesar Chavez.”
-CHRIS

20
“We just learn about Spain and
other places, and they're not
specifically Mexico.”-RAUL

21
“I’d rather learn other stuff
than my own culture.”
-RYAN

22
 “Only if it is important to the
unit…or important to history.”
-RAUL

23
 “I've honestly learned more
things about Black people and
the British.”-RAUL

24
“Because people discriminate
against them [Black] the most,
so we talk about that a lot in
school.” -PHILIPPE

25
Family Engagement

Bottiani et al., 2012; Griner & Stewart, 2012; Irizarry, 2007;

Maude et al., 2009; Moll, 2005

26
 “But if it is a reunion
[meeting], they mostly think
it's because I did something
bad but sometimes it's not.”
-RAUL

27
“Once they caught me watching
videos, so they called my
mom…and I got grounded.”
-SAMUEL

28
 “Referrals and all that.
To get in trouble. Be late to
class…not listen to her.”
-NAS

29
 “Last year, Mr. Hughes
did [call home] because I was
messing around too much.”
-RYAN

30
Learning Structures

Irizarry, 2007; Orosco & O’Connor, 2014; Ramirez & Jimenez Silva, 2015;
Shumate, Campbell-Whatley, & Lo, 2012;
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 “In a normal class you just have
to sit down and pay attention, but
in PE or in art you can talk to your
friend, but still do the activities.”
-MICHAEL

32
 “I told him I can't stay for a
long time in the seat, I have to
move, so he lets me go to the
hallway and just walk.”-NAS

33
 “I like to feel stuff, I like to
touch stuff. I like to point at stuff.
Like right in front of me.”
-PHILIPPE

34
 “Like tests…they just ask
you to remember then, so you
can write it down, but forget it
later, so there is no point.”
-RAUL

35
 “I mean sometimes I feel
stressed out, and sometimes I
feel lost and confused and
don't know what to do.”
-RAUL

36
 “When I get home, I know
I have a lot of homework, but
I just push it to the side because
I know that I'm never going
to learn it.”
-PHILIPPE

37
“There's a lot of talking. A lot of
confusion. Well in my opinion it
is really confusing.”
-SAMUEL

38
“It makes my brain feel like, I
can't do it.” -CHRIS

39
“I want to say shut up, but I
don't want to be rude.”
-NAS

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Research Question 2: Academic Identity
Participants experienced tension between the messages
that they received about school and their own academic
performance

• “Good Kids”
• Future Self
• In School We Trust
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 “Good Kids”

Ahram, Fergus, & Noguera, 2011; Chun & Dickson, 2011; Ojeda et al., 2012;
Olitsky, 2015; Reynolds, Lee, Turner, Bromhead, & Subasic, 2017

42
“Because I’m always tardy to
my classes.”
-RYAN

43
“I don’t get my work done, or
turn it in on time.”
-MICHAEL

44
“You could consider me a bad
student…because I will just
talk and talk and talk and
I won't stop talking.”
-RAUL

45
 “Getting all straight As. No
tardies. Doesn't get mad at
everybody. Doesn't get in
trouble. No referrals. And
just kind of being like a nerd.”
-NAS

46
Future Selves

Cavanagh, Vigil, & Garcia, 2014; Jackman & MacPhee, 2017;

Lopez, 2016; Ojeda et al., 2012; Rios & Galicia, 2013

47
48
 “I might drop out because
school is sometimes boring
and all that. And it’s hard.”
-SAMUEL

49
50
“Low key, I want to be a teacher
because my uncle’s a teacher and
he's the only one who went to
college. Not PCC, my uncle went
to Portland [PSU].”
-NAS

51
“I want to go to college in
New York. That's where my
older siblings went.”
-RYAN

52
“My parents say if you study hard
enough, you can get what you
want; If you don't then you’re
going to work like your dad.”
-RYAN

53
“My parents just tell me, that's my
education. My future. They say if
I don't do good in school I'm not
going to have a good future.”
-CHRIS

54
In School We Trust

Halx & Ortiz, 2011; Halx, 2014; Ladson-Billings, 1994;

Rios & Galicia, 2013
55
“The behavior causes you to be
in trouble, that’s your fault.”
-CHRIS

56
 “It’s just their decisions that
they are making aren't good.”
-RAUL

57
“Anybody can get good grades
if they put in their effort and
their time.”
-RAUL

58
“Learning is like your
passport to the future.”
-MICHAEL

59
“You will be someone in life”
-NAS

60
“My perfect school would
have all the same rules that
they have now.”
-RAUL

61
 “I think it's going to keep on
going great and I think I'm
going to improve a lot this year
and finish middle school with
great grades.”
-MICHAEL

62
“I'm getting good grades, I'm
focusing. Not getting in
trouble that much.”-NAS

63
Research Question 3: Views of Race,
Ethnicity and Gender
Participants lacked the ability to think and speak
critically about the impact that race or ethnicity has on
their education

• Weak ethnic identity

• Colorblind mentality
• Concepts of others
64
Weak Ethnic Identity

Banks 1989; Halx, 2014; Ramirez & Jimenez-Silva, 2015;

Rios, 2013
65
“I’m Mexican but I was
born in America.”
-RAUL

66
“Yeah I would probably be
Mexican.”
-MICHAEL

67
“I don’t know. Mexican I
guess.” -SAMUEL

68
 “Because all my brothers
speak Spanish, and my sisters
as well, so I consider myself
as a Mexican.”
-RYAN

69
 “They [his family] all know
how to speak Spanish…except
me…I’m losing my Spanish.”
-PHILIPPE

70
Colorblind Mentality

Olsson, 1997; Quaye, 2012

71
“I don't really care what race
they are. Because if they're
White, they're just White.
They can't change their race.”
-RAUL

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District Data Report, 2018
73
“They're White, but I don't care,
because they treat me as a White
person. But I don't mind if they
see me as a Mexican.”
-NAS

74
 “They're all human beings and
like they're all going to help me.”
-MICHAEL

75
 “All races are the same,
like they’re still humans.”
-NAS

76
 “There's no racism, and no
racist teachers, so they don't
treat anyone different, no matter
what race or sex you are.”
-CHRIS

77
 “White people, they want to
pursue their career. Like they're
smart and actually well focused;
But Mexicans and Latinos, they
want to have fun.” -RAUL

78
“Is nothing about racism it's
just that like there is a lot of
White people that really want
to learn.” -PHILIPPE

79
“When Latinos get mad…it's just like
throw punches and stuff. But White
students are more scared about getting
in trouble. I feel like when they get
home they get grounded.”
-RYAN

80
Concept of Others

Jackson, Sealey-Ruiz, & Watson, 2014; Rios & Galicia, 2013; Singleton, 2016

81
 “I was born here, but mostly
White people are just born here.
Like Black people are just like
born somewhere else.”
-RAUL

82
“I have a lot of teachers
who are American.”
-RYAN

83
 “She was, um I don't want
to put this in a bad way, she
was, American.”
-RAUL

84
“Black students have more rough
school days, because they might
get more bullied because of skin
color, and they don’t have the
same rights as people.”
-RYAN

85
“The only people who are the most
in trouble are the Black people.”
-NAS

86
 “Boys are more energetic.
Girls are not. Boys just get
mad for no reason and girls,
they don't care.”-CHRIS

87
 “I think it's the women that
have the better grades then the
men…they actually read....and
they're just smart.”
-PHILIPPE

88
Limitations and Future Research
• Personal interpretation of experience is subjective
• Seven students in same school is limited in scope
• No control for degree of impact from disability
• Generational impact
• Generalization by country of origin
• No points of comparison by subgroup

89
Implications for Professional Practice
1. School and district requirements and accountability
measures for CRE (Brown & Crippen, 2016; Chu, 2011)
2. Representation in the curriculum (Adler, 2011; Bal et al., 2014; Bottiani
et al., 2012; Valenzuela, 1999)

3. Connections for middle school education with the

future (Behr et al., 2014; Halx & Ortiz, 2011; Ojeda et al., 2012)

90
Implications for Professional Practice
4. Access to dual language programs (Griner & Stewart, 2012; Patton,
2011)

5. Integrate Latino families and community members

(Moll, 2005)

6. Teach critical thinking around race (Halx, 2014; Kuby, 2013; Ladson
Billings, 1994)

91
Thank you. Questions?

92
File Reviews
• Initial Referral to special • Attendance
education
• ELL status
• Category of disability history
• Discipline
• Highlights from evaluations
• Grade Point Average
• IEP service and goal areas
• Family involvement and input • State Test Scores
• Teacher perceptions

93
 “I didn't pay attention to
nothing. I had no idea what
you guys were talking about
until we watched the movie
and I was like oh...like what
do you mean the fire at the
church...and I was like oh.”
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Implications for Professional Practice
1. School and district accountability for opportunities
for CRE (cite)
2. Representation in the curriculum (cite)
3. Connections for middle school education with the
future CTE (cite)
4. Access to dual language programs (cite)
5. Integrate Latino families and community members
(cite)
6. CRE Pre-referral process (cite)
7. Teach critical thinking around race (cite)

95
 Research Gap

• Latino males coupled with Latinas or African

American males
• Limited research on CRE in SPED
• Latino male voice missing at middle level

96
“Good. I don't get in trouble
with them. I don't argue back
with them and like I listen to
them when they tell me to do
something.”

97
“Like I don't know if this is
going to shock you or
anything but like I never
read.”

98
“I'm going to live in here. I
was raised here so, it's my
town. My city.” -NAS

99
Theoretical Framework: Latino Critical Race
Theory (LatCrit)
• Challenges the black/white binary (Perea, 1997)
• Analyzes unique aspects of Latino culture (Stephancic, 1997;
Valdez, 1995)

• Testimonio (Huber, 2009; Reyes & Curry Rodriguez, 2012)

• Honor student voices (Halx & Ortiz, 2011)
• Retells story of the status quo (Fernandez, 2002)
• Directly challenges stereotypes (Garza & Soto Huerta, 2014; Jackson, Sealey-Ruiz, &
Watson, 2014; Valenzuela, 1999)
100