Schooling and the Construction of Identity Among Minority Students in Spain and the United States

Harry, Beth; Arnaiz, Pilar; Klingner, Janette K.; Sturges, Keith

doi:10.1177/0022466907313605

Cited by 32 publications

(42 citation statements)

References 14 publications

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“…Further, the positive effect of school inclusion on GPA remained significant over a 3‐year period, and inclusion accounted for substantial variance in the model that did not diminish over time. These longitudinal findings with a diverse sample expand upon previous studies showing students with disabilities in schools that are inclusive do better academically (Harrower, 1999; Katz & Mirinda, 2002; Salend & Garrick Duhaney, 1999) and qualitative studies demonstrating teacher beliefs and behaviors are linked with academic achievement of students of color (Harry, Arnaiz, Klingner, & Sturges, 2008; Murray & Naranjo, 2008). Thus, when schools work to implement inclusive best practices, there is a lasting positive effect on the grades of students.…”

Section: Discussionsupporting

confidence: 73%

The ecology of achievement among students diverse in ethnicity and ability

McMahon

Keys

Berardi

et al. 2011

Journal Community Psychology

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This longitudinal study uses an ecological framework to examine school and individual influences on academic achievement among African American and Latino students with and without disabilities who had recently transferred to more inclusive schools. The authors' ecological framework includes four domains: organizational policies and practices, school environment, student-school connections, and psychological symptoms. The authors tested a comprehensive model with 111 students from 16 schools over 3 years, as well as an organizational model with a smaller sample. Organizational policies and practices of inclusion and student-school connections of belonging each predicted higher academic achievement, and psychological symptoms of aggressive behavior predicted lower academic achievement across time. Their findings are consistent with and extend existing research through support of a comprehensive ecological model across time. Findings also yield significant implications for ecological theory and research in community psychology, school planning, intervention, and implementation of inclusive best practices for students with and without disabilities. C 2011 Wiley Periodicals, Inc.Academic achievement in high school is linked with numerous markers of success in life, including subsequent educational attainment and higher earnings (e.g., Leach & Williams, 2007). For students with disabilities, who experience greater likelihood of school dropout, more overall risks, and lower academic performance compared to

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Section: Discussionsupporting

confidence: 73%

The ecology of achievement among students diverse in ethnicity and ability

McMahon

Keys

Berardi

et al. 2011

Journal Community Psychology

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“…An important finding from our review is that ethnic minority children are often rated as having more ADHD symptoms than nonminority children, yet less often diagnosed and medically treated. One possible explanation is that cultural, racial, and language biases may be leading to the overidentification of ethnic minority children as disabled, who are, in turn, disproportionately overrepresented in special education (e.g., Artiles, 2003;Harry, Arnaiz, Klingner, & Sturges, 2008). In her ethnographic study of 48 mothers of children with psychiatric disorders (primarily ADHD and autism), Blum (2011Blum ( , 2015 revealed how the diagnosis of these disorders intersects with social class, race, and gender, resulting in overdiagnosis in children of color.…”

Section: Discussionmentioning

confidence: 99%

Challenges in ADHD care for ethnic minority children: A review of the current literature

Slobodin

Masalha

2020

Transcult Psychiatry

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While attention deficit hyperactivity disorder (ADHD) has been extensively studied in the past decades, the role of social and cultural practices in its assessment, diagnosis, and treatment has been often overlooked. This selective review provides an overview of research that explores social and cultural influences on help-seeking behavior in ethnic minority children with ADHD. Studies were selected that address cultural diversity in three areas of ADHD help-seeking: problem recognition, access to mental health services, and treatment. Special attention was given to studies of treatment selection and adherence in minority groups. Findings suggested that cultural disparities in ADHD care among ethnic minority children occur in the early stages of problem recognition, through service selection, and in the quality of treatment. Ethnic minority children were less likely than their nonminority counterparts to be diagnosed with ADHD and its comorbid conditions and less likely to be prescribed and adhere to stimulant drug treatment. These differences reflect cultural diversity in norms and attitudes towards mental health issues (e.g., fear of social stigma) as well as limited access to qualified health care. Paradoxically, cultural, racial, and language bias may also lead to the overidentification of ethnic minority children as disabled and to higher ratings of ADHD symptoms. This review highlights the importance of sociocultural factors in understanding developmental psychopathology and help-seeking behavior. In addition, it further supports calls for increasing cultural competence in communications during clinical assessment, diagnosis, and treatment in minority communities. Clinical, theoretical, and methodological considerations for future research are discussed.

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“…Scarborough et al (2004) reported that 50% of African American children receiving EI services lived in poverty or were born at low birth weight—factors that themselves increase the risk of delays or disabilities (e.g., Hogan & Park, 2000) and so should make participation in EI/ECSE more likely. Cultural, linguistic, and racial bias, which may cause minority children’s abilities and behaviors to be considered relatively more problematic, is a second possible mechanism (Coutinho & Oswald, 2000; Harry, Arnaiz, Klingner, & Sturges, 2008; Hays, Prosek, & McLeod, 2010). For instance, teachers have sometimes been reported to be more likely to refer children who are minorities for special education (e.g., Hosp & Reschley, 2003).…”

Section: Are Minority Children Disproportionately Represented In Ei/ecse?mentioning

confidence: 99%

Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education?

Morgan

Farkas

Hillemeier

et al. 2012

Educational Researcher

109

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We investigated whether and to what extent children who are racial/ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EC/ECSE). We did so by analyzing a large sample of 48-month-olds (N=7,950) participating in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative dataset of children born in the U.S. in 2001. Multivariate logistic regression analyses indicate that boys (OR=1.66), children born at very low birthweight (OR=3.98) or with congenital anomalies (OR=2.17), and children engaging in externalizing problem behaviors (OR=1.10) are more likely to be represented in EI/ECSE. Children from low SES households (OR=.48), those displaying greater numeracy or receptive language knowledge (ORs=.96 and .76, respectively), and children being raised in households where a language other than English is primarily spoken (OR=.39) are less likely to be represented in EI/ECSE. Statistical control for these and an extensive set of additional factors related to cognitive and behavioral functioning indicated that 48-month-old children who are Black (OR=.24) or Asian (OR=.32) are disproportionately under-represented in EI/ECSE in the U.S.

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Schooling and the Construction of Identity Among Minority Students in Spain and the United States

Cited by 32 publications

References 14 publications

The ecology of achievement among students diverse in ethnicity and ability

The ecology of achievement among students diverse in ethnicity and ability

Challenges in ADHD care for ethnic minority children: A review of the current literature

Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education?

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