“…This inequity communicates a forceful message to students about power in American society (Grissom, Kern, & Rodriguez, 2015; Kozleski et al, 2014), and there is growing evidence that this inequity may then contribute to disparities in students’ outcomes (Dee, 2004; Egalite, Kisida, & Winters, 2015; Grissom et al, 2015; Okonofua & Eberhardt, 2015; Rocha & Hawes, 2009). The studies all aim, in one way or another, to address this divide, by (a) describing the current status of the demographic divide between students with disabilities and their teachers (Billingsley, Bettini, & Williams, 2019); (b) testing whether the proportion of teachers of color might relate to school outcomes among students of color who have disabilities (Fish, 2019; Gottfried, Kirksey, Wright, 2019); (c) exploring what motivates promising prospective Black male teachers to consider a career in special education (Scott & Alexander, 2019), and (d) drawing attention to needed preparation experiences that develop intersectional competence among culturally and linguistically diverse pre-service teachers (Boveda & Aronson, 2019).…”