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dc.contributor.author Higuera, Shellie Renae
dc.date.accessioned 2017-12-11T23:26:01Z
dc.date.available 2017-12-11T23:26:01Z
dc.date.issued 2017-05-31
dc.identifier.uri http://hdl.handle.net/10211.3/198827 en
dc.description.abstract Since the United States’ inception, the foundation of the country has been built upon inequities. From unfair assessment practices to ability tracking and arbitrary discipline, the African American/Latino K-12 educational experience has been exclusionary, subsequently paralleling the disproportionality for people of color incarcerated within the justice system. The disproportionality observed in special education programs and the prison system creates what some have called second generation segregation (Alexander, 2010; Ahram, Fergus, and Noguera, 2011; Ferri and Connor, 2005). While an emerging body of literature shows that persons of color who have disabilities and records of disciplinary infractions are more likely to be incarcerated (Peguero and Shekarkhar, 2011; Noguera, 2003; Ladson-Billings, 2004; and Ahram, Fergus and Noguera, 2011), this literature does not highlight the factors that set these students on the school-to-prison pipeline. Using Structural Inequity, Cultural/Social Reproduction, and Critical Race Theories, this qualitative case study examines the multiple factors in early home life and K-12 educational and discipline experiences of six formerly incarcerated individuals that may contribute to a pathway to prison. Findings suggest that for the study’s six participants, historical and home trauma, environmental factors, and the quality of primary social relationships adversely impact K-12 educational functioning and precede the onset of criminal activities resulting in incarcerations for African American and Latino students. Drawing on these findings, I offer implications for schools, including the need for Trauma Informed Care pedagogy, early identification of special needs, Full Service Community schools that provide mental health support to students who have experienced trauma, and Restorative Justice practices including collaboration with local law enforcement. Implications for prisons include the critical need for education, employability skills, career readiness, and Restorative Justice practices. Keywords: disproportionality, special education, discipline, school-to-prison pipeline, African Americans, Latinos
dc.description.sponsorship Department of Educational Leadership
dc.format.extent xiii ; 184 p.
dc.subject.lcsh Discrimination in education
dc.subject.lcsh Racism in education
dc.subject.lcsh Special education
dc.subject.lcsh Educational leadership
dc.title Investigating Disproportionality through the Experiences of Formerly Incarcerated People of Color with Special Needs
dc.type Dissertation
dc.date.updated 2017-12-11T23:26:01Z
dc.language.rfc3066 en
dc.contributor.primaryAdvisor Strom, Dr. Kathryn
thesis.degree.name Doctorate in Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice
dc.contributor.committeemember Dailey, Dr. Ardella
dc.contributor.committeemember Givens, Dr. DiShawn

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