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Ethnic Representation in Special Education

The Influence of School-Related Economic and Demographic Variables

Donald P. Oswald

Virginia Commonwealth University, Doswald{at}gems.vcu.edu

Martha J. Coutinho

East Tennessee State University

Al M. Best

Virginia Commonwealth University

Nirbhay N. Singh

Virginia Commonwealth University

The purpose of this study was to provide current information on the representation of African American students as mildly mentally retarded (MMR) and seriously emotionally disturbed (SED) and to describe the influence of economic, demographic, and educational variables on the identification of minority students for special education. The sample consisted of the districts selected for the Fall 1992 Elementary and Secondary School Civil Rights Compliance Report survey. Odds ratios were constructed for MMR and SED to describe the nature and extent of disproportionate representation. Regression models were tested to investigate the influence of a set of school-related demographic and fiscal variables on disproportionate representation. Results indicated that African American students were about 2.4 times more likely to be identified as MMR and about 1.5 times more likely to be identified as SED than their non-African American peers. Economic and demographic variables were significant predictors of disproportionate representation but influenced identification of students as MMR and SED in different ways. Implications for research are discussed.

The Journal of Special Education, Vol. 32, No. 4, 194-206 (1999)
DOI: 10.1177/002246699903200401
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