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dc.contributor.advisor Jennings, Dr. Greg en
dc.contributor.advisor Pouncil, Dr. Matais en
dc.contributor.advisor Walker, Dr. Angela en
dc.contributor.author Scott, Quiauna Nate en
dc.contributor.author Whitfield-Scott, Quiauna en
dc.date.accessioned 2014-12-02T21:08:19Z en
dc.date.available 2014-12-02T21:08:19Z en
dc.date.issued 2014-10-16 en
dc.identifier.uri http://hdl.handle.net/10211.3/131268 en
dc.description.abstract Nationwide, there has been an overrepresentation of students of color in the special education programs in public schools. There were multiple factors researchers theorized that contributed to such overrepresentation. Despite the vast amount of research analyzing the overrepresentation of African American males in special education, there was a lack of research that focused on the African American parents' involvement in the special education process. With the overrepresentation of African American males in special education, parents are a vital part of the Individualized Education Plan (IEP) referral process. The purpose of this study was to examine the parents' experiences and perspectives of the IEP process and to understand what extent the parents were involved in the decision making process for their male children. By using a mixed methods study through the lens of critical race theory, the researcher examined to what extent practices within a school district can help to redress the overrepresentation of African American male students in special education programs. en
dc.format.extent xiii ; 184 pages en
dc.subject Keywords: African American, parent involvement, special education en
dc.subject Educational leadership en
dc.title The Parents' Perspective: Deconstructing the Overrepresentation of African American Males in Special Education en
dc.type Dissertation en
dc.date.updated 2014-12-02T21:08:19Z en
dc.language.rfc3066 English en
thesis.degree.name Doctorate in Education en

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