Gender bias and imbalance: girls in US special education programmes

Arms, Emily; Bickett, Jill; Graf, Victoria L.

doi:10.1080/09540250802190180

Cited by 25 publications

(31 citation statements)

References 12 publications

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“…There were 16 empirical studies and greater diversity in questions, topics, and methodologies in the 28 articles included from 2006-2016. The empirical studies in K-12 environments studied: gender in urban school administration (Mertz, 2006), a content analysis of sex bias in choral textbooks (Hawkins, 2007), gender bias in special education programs (Arms, Bickett, & Graf, 2008), sexual harassment policies in K-12 schools (Lichty, Torres, Valenti, & Buchanan, 2008), studies on single-sex schooling (Billger, 2009, Friend, 2007, Hill, Hannon, & Knowles 2012, Mansfield 2013, content analysis of state bullying laws (Weaver, Brown, Weddle, & Aalsma, 2013), policy examination of federal implementation of Title IX (Stromquist, 2013) The most recent report from the U. S. Department of Education, Office for Civil Rights (OCR) outlines the growing need for Title IX coordinators to understand and effectively implement this law (2016). It indicates there were 16,720 civil rights complaints filed in 2016, which led to 8,625 resolutions.…”

Section: Review Of the Literaturementioning

confidence: 99%

Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era

Meyer

Somoza-Norton

Lovgren

et al. 2018

EPAA

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Sex discrimination in educational contexts is an ongoing problem despite the passage of Title IX in 1972. Many schools have not aligned their policies with new laws protecting students from bullying and harassment, and many professionals are unaware of their new obligations in regards to new state regulations. This article presents the findings from semi-structured interviews with 10 participants reporting on the roles and responsibilities of Title IX coordinators in their K-12 school districts. Title IX coordinators were difficult to locate and recruitment was a challenge in this study. However, our findings indicate a strong alignment with Lipsky’s concept of “street-level bureaucrats” (1971, 2010). We found that these school administrators had autonomy and discretion in interpreting and enacting their duties, however they lacked time, information, and other resources necessary to respond properly to the stated duties in their position. They reported spending very little time on Title IX-related duties, many felt under-supported and under-prepared, and few had comprehensive understanding of their responsibilities. We conclude with recommendations for policy and practice regarding the training and supports of Title IX coordinators and related gender equity efforts in K-12 schools.

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Section: Review Of the Literaturementioning

confidence: 99%

Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era

Meyer

Somoza-Norton

Lovgren

et al. 2018

EPAA

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“…These include: a legal rejoinder (Natapoff, 1995); two literature reviews (Arms, Bickett, & Graf, 2008;Grant & Zwier, 2011), three studies that collected data using qualitative interviews (Connor, 2006;Connor, 2008;Ferri & Connor, 2010), and four conceptual/theoretical papers (Artiles, 2013;García & Ortiz, 2013;Grant & Zwier, 2011;McCall & Skrtic, 2009). Interestingly, the three qualitative studies each involved adult participants who reflected on their P-12 experiences in special education.…”

Section: Special Education Researchmentioning

confidence: 99%

“…McCall (2005) described intercategorical (or categorical) complexity as an approach where researchers suspend critiquing categories and use the existing categorical markers to analyze inequality. Arms et al (2008), Grant and Zwier (2011), and García and Ortiz (2013) each applied the intercategorical approach toward markers of difference. The intracategorical complexity approach is one that simultaneously applies categories and holds a critical stance toward categories.…”

Section: Identification Of Sociocultural Categories and Markers Of DImentioning

confidence: 99%

“…In accordance to the best practices that have been delineated for scale and survey development (Gehlbach & Brinkworth, 2011;Simms, 2008), the process of designing an instrument to assess a construct (in the case of this study, intersectional competence) begins with a thorough review of the literature. The review of intersectionality and special education research yielded the following three indicators of intersectional competence: (a) the ability to clearly identify sociocultural group categories (e.g., Arms, Bickett, & Graf , 2008;Artiles, 2013) and markers of difference, such as the markers of diversity that are identified in the NCATE (2008) standards; (b) an emphasis on the interlocking and simultaneous effects of multiple markers of difference (e.g., Ferri & Connor, 2008;García & Ortiz, 2013;Natapoff, 2005); and (c) an understanding of the systems of oppression and marginalization (e.g., Connor, 2006;Grant & Zwier, 2011;McCall & Skrtic) that occur at the intersection of multiple markers of difference, with special attention to the intersection of disability with other markers of difference (Connor, 2008).…”

Section: Intersectional Competence Indicators From Intersectionality mentioning

confidence: 99%

“…Arms, Bickett, and Graf (2008) Literature review and content analysis of U.S. studies on gender and disability.…”

Section: Special Education Researchmentioning

confidence: 99%

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Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities

Boveda¹

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All rights reserved.iv DEDICATION Mamí. Nunca tuvo acceso a una educación formal. Sin embargo, se sacrifico con el fin de que mis hermanos y yo lo haría. Su ejemplo, bondad, humildad, sabiduría y oraciones son las razones que puedo escribir estas palabras. Doy gracias a Dios por honrarme con una madre como la mía.To Nathan Boveda, my best friend. Thank you for being an exemplary father to our children and our loves: Leah, Nathan, and Nicole. Thank you for loving my mother as she was your own and collaborating with her to support and sustain me during this journey. Thank you most of all for your integrity. Intersectionality theory explores the complexities of the interactions of multiple markers of difference. Intersectionality holds great potential as a concept for preservice teachers' understanding of diversity because it can inform collaborative efforts with diverse stakeholders, enhance preservice teachers' understanding of diverse learners, and facilitate an integrated treatment of diversity in teacher preparation research. The researcher uses the term "intersectional competence" to describe preservice teachers' understanding of diversity and how students, families, and colleagues have multiple sociocultural markers that intersect in nuanced and unique ways.The purpose of the study was to identify the indicators that best capture intersectional competence and to develop and validate an instrument that measures preservice teachers' intersectional competence. The researcher drew from the literature on intersectionality in special education, the research on collaborative teacher preparation, and assessments of preservice teachers' understanding of diversity to viii identify indicators of the intersectional competence construct. The instrument included two subsets of items. Subset A was a survey designed for preservice teachers to selfreport their intersectional competence and Subset B consisted of items of a case-based measure of preservice teachers' intersectional competence. A mixed-methods sequential exploratory research design was used to develop and validate the instrument.During the qualitative phase, the researcher collected data that strengthened the theoretical basis for validating the instrument (i.e., interviews with focus groups, consulting with experts, and cognitive pre-testing). Throughout the qualitative phase, general education and special education preservice teachers were able to recognize and discuss the complexities of intersecting sociocultural categories. The second phase of the study involved the quantitative analysis of the validity and reliability estimates established for the instrument and the piloting of the items with 107 participants. The piloted draft of the ICM was upheld to be a reliable tool to assess whether preservice teachers are adequately competent to meet the needs of a complex and diverse school population. The feedback about each subset of the pilot of the ICM, as well as feedback about the instrument as a whole, indicate that the ICM will require further development a...

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PROTOCOL: The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs

Dalgaard

Bondebjerg

Viinholt

et al. 2021

Campbell Systematic Reviews

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The term children with special educational needs (SEN) refers to highly diverse populations of children with a wide range of physical, cognitive and socioemotional disabilities or difficulties as well as strengths and resources causing them to require varying degrees of special educational support and assistance (Squires, 2012;Vehmas, 2010;Wilson, 2002).Several studies document significant gender imbalances in the number of students who receive special educational support, and for most disability categories the prevalence is higher for boys (Skårbrevik, 2002). The reasons for these imbalances are likely complex, and it is beyond the scope of the present review to account for the hypotheses and findings associated with each disability category. However, a general hypothesis across different categories of special educational needs is the notion that special educational needs are more likely to remain undetected in girls as symptoms and problems in girls may be less visible to educators (Arms et al., 2008).Traditional special education consists of segregating students with special needs from mainstream students within separate and typically smaller classrooms or educational settings. However, as early as in the 1930s, a movement originally known as mainstreaming, and in more recent years as inclusion, has sought to bring an end to segregated placement as the preferred educational option for students with special needs (Carlberg & Kavale, 1980). In 1994, the idea of inclusive education became even more consolidated when the Salamanca Statement was adopted by representatives from 92 countries, resulting in an international shift in policy. This meant that far more students with special needs started entering general educational settings around the globe (Murawski & Lee Swanson, 2001;Ruijs & Peetsma, 2009).The terms inclusion, mainstreaming, integrated placement, and cross-categorical instruction all refer to educational settings with a group composition consisting of a mixture of students with and without special educational needs. In the present review, we have chosen to use the term inclusion to refer to general educational settings in which there is a mixture of students with and without special educational needs. Ideally, inclusion and inclusive education should be based on an educational approach in which the goal is to continuously address and respond to the diversity of needs of all learners through increasing participation and reducing exclusion within and from education. Inclusion thus may involve changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children and a conviction that it is the responsibility of the regular system to educate all children.Inclusion emphasises the provision of opportunities for equal participation of children with disabilities (physical, social and/or emotional) whenever possible into general education, but leaves open the possibility of personal choice and options for special assistance and facilities for those who need ...

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Gender bias and imbalance: girls in US special education programmes

Cited by 25 publications

References 12 publications

Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era

Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era

Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities

PROTOCOL: The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs

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