Banks, J. (2017). “these people are never going to stop labeling me”: Educational experiences of african american male students labeled with learning disabilities. Equity & Excellence in Education, 50(1), 96. This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in… Continue Reading “These People Are Never Going to Stop Labeling Me”: Educational Experiences of African American Male Students Labeled with Learning Disabilities
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The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions
Townsend, B. L. (2000). The disproportionate discipline of african american learners: Reducing school suspensions and expulsions. Exceptional Children, 66(3), 381-391. School disciplinary practices for students with disabilities and their peers without disabilities have long been questioned. Moreover, the school discipline of both dominant culture and ethnic minority children and youth… Continue Reading The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions
Double Consciousness: Postsecondary Experiences of African American Males with Disabilities
Banks, J., & Hughes, M. S. (2013). Double consciousness: Postsecondary experiences of african american males with disabilities. The Journal of Negro Education, 82(4), 368-381. The purpose of this study was to present the academic experiences and perspectives of undergraduate African American male students labeled with disabilities. This study was intended… Continue Reading Double Consciousness: Postsecondary Experiences of African American Males with Disabilities