| Type of Document |
Master's Thesis |
| Author |
Collins, Tai A
|
| Author's Email Address |
cfury1914@gmail.com |
| URN |
etd-03292011-190359 |
| Title |
The Contribution of Implicit Stereotypes to the Overrepresentation of African Americans in the Special Education Category of Emotional Disturbance |
| Degree |
Master of Arts (M.A.) |
| Department |
Psychology |
| Advisory Committee |
| Advisor Name |
Title |
| Frank Gresham |
Committee Chair |
| Clayton Cook |
Committee Member |
| Jeffrey Tiger |
Committee Member |
|
| Keywords |
- stereotypes
- special education
- overrepresentation
- disproportionality
|
| Date of Defense |
2010-11-05 |
| Availability |
unrestricted |
Abstract
The overrepresentation of African Americans in special education is a problem that has plagued the field since its inception, yet very little progress has been made in alleviating the issue. The problem is especially troubling because of the host of negative outcomes associated with special education in general, as well as placing African American students into special education specifically. The current study sought to examine the contribution of implicit racial stereotypes to the overrepresentation problem. Participants were randomly assigned to conditions where they viewed vignettes about either an African American or Caucasian problem student, after which they completed a questionnaire about their willingness to refer the student for special education services and they completed the Implicit Association Test. The results indicated that the two groups did not differ in their referral ratings, and higher implicit stereotype scores as measured by the Implicit Association Test were not associated with higher referral ratings in the African American student condition.
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| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
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| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
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Collins_Thesis.pdf |
228.34 Kb |
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