The following articles may be used for this course:

Cooc, N. (2019). Disparities in the enrollment and timing of special education for Asian American and Pacific Islander students. Journal of Special Education, 53(3), 177-190. https://doi.org/10.1177/0022466919839029

Cruz, R.A., & Rodi, J.E. (2018) An integrative synthesis of literature on disproportionality in special education. Journal of Special Education, 52(1), 50-63. https://doi.org/10.1177/0022466918758707

Forber-Pratt, A.J., Merrin, G.J., & Espelage, D.L. (2021). Exploring the intersections of disability, race, and gender on student outcomes in high school. Remedial and Special Education, 42(5), 290-303. https://doi.org/10.1177/0741932520941201

Ford, D.Y. (2012). Culturally different students in special education: Looking backward to move forward. Exceptional Children, 78(4), 391-405. https://doi.org/10.1177/001440291207800401

Ford, D.Y., Granthan, T.C., & Whiting, G.W. (2008). Culturally and linguistically students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306. https://doi.org/10.1177/0011440290807400302

Guzzetti, B.J. (2021). Stories of a healing way: A Navajo woman’s media production for cultural representation and identification. Reading Research Quarterly, 57(1), 131-148. https://doi.org.10.1002/rrq.377

Kincaid, A.P., & Sullivan, A.L. (2020). Parity or disparity? Outcomes of court-involved youth with and without disabilities. Remedial and Special Education, 41(6), 368-377. https://doi.org.1177/0741932519887502

Lim, S., & Cheatham, G.A. (2021). A sociocognitive discourse analysis of monolingual ideology and bias in special education partnerships. Remedial and Special Education, 43(5), 304-316. https://doi.org/10.1177/0741932520930340

Mendoza, M., Blake, J.J., & Marchbanks III, M.P. (2020). Race, gender, and disability and the risk for juvenile justice contact. Journal of Special Education, 53(4), 226-235. https://doi.org/10.1177/0022466919845113

Pearman, F. A., & McGree, E.O. (2022). Anti-Blackness and racial disproportionality in gifted education. Exceptional Children. https://doi.org/10.1177/00144029211073523

Rueda, R., Monzo, L., Shapiro, J., Gomez, J. & Blacher, J. (2005). Cultural models of transition: Latina mothers of young adults with developmental disabilities. Exceptional Children, 71(4), 401-414. https://doi.org/10.1177/001440290507100402

Schey, R. (2021). Queer compositions in a U.S. secondary classroom: Genre, citationality, and linguistic racism. Reading Research Quarterly, 57(1), 205-225. https://doi.org.10.1002/rrq.382

Sullivan, A. (2011). Disproportionality in special education identification and placement of English language learners, Exceptional Children, 77(3), 317-334. https://doi.org/10.1177/001440291107700304

Telesman, A.O., Konrad, M, & Cartledge, G. (2019). Preventing reading failure for first-grade students in an urban school. Journal of Special Education, 53(2), 85-95. https://doi.org/10.1177/0022466918806494

Waitoller, F.R., & Maggin, D.M. (2020). Can charter schools address racial inequities evidenced in access to the general education classroom? A longitudinal study in Chicago public schools. Remedial and Special Education, 41(3), 127-138. https://doi.org/10.1177/0741932518800391