As teachers, we all strive to create an environment that fosters equitable opportunities for all students. Although diversity among students is common in today's schools, the demographics of certain classes, especially special education (SPED) classes, are concerning. Since white teachers often dominate schools, I wonder why special education classes are sometimes the most racially diverse. How do these discrepancies arise? Is this just a coincidence, or are there underlying biases and systemic structures that influence which students are recommended for these programs? What if the racial makeup of our faculty and staff may have a greater impact on student success than we think? Recent findings from a North Carolina study provide some compelling insights into these questions.
Having a black teacher reduces special education referrals for black students.
This study, conducted by Cassandra MD Hart and Constance A. Lindsay, examines the impact of teacher-student racial match on the identification of Black students for voluntary educational services, specifically gifted and special education programs. Are there underlying biases that affect which students are recommended for this program? Here are their findings:
Key findings from Hart and Lindsay (2024)
- Decrease in special education referrals for black students: This study shows that black students who are matched with black teachers are significantly less likely to receive special education referrals than students who are matched with teachers of other races. This effect is particularly pronounced for economically disadvantaged black male students.
- Impact on disability categories with high discretion: The findings highlight a stronger relationship with disabilities where there is a greater element of discretion in identifying the disability, such as specific learning disabilities. This suggests that teacher race may play an important role in the decision-making process regarding recommendations, potentially reducing subjective bias in identification.
- It does not affect gifted program identification. Black teachers did not increase the likelihood of identifying Black students for gifted programs. This suggests that teacher-student race may be more important in preventing unfair SPED referrals than in increasing access to gifted education.
- Variability by student characteristics: This study examined how Black teachers’ effectiveness varied across students with different characteristics, including economic disadvantage and gender. Black male students who were economically disadvantaged experienced the greatest reduction in special education referrals, highlighting the importance of considering student background in instructional strategies.
Can we trust this study?
Not all studies measure outcomes equally! Here's what We Are Teachers “Malarkey Odometer” says about this publication based on four key elements:
- Peer review? Yes! The data is from 2007 to 2013, but the manuscript has probably been through multiple rounds of peer review.
- Sample size: Their sample sizes are huge! They have n = 408,959 for the gifted and talented portion of the study and n = 546,433 for the SPED portion. This study has tremendous statistical power!
- Researcher Credentials: Despite being considered fairly new scholars, Hart and Lindsay have amassed over 6,000 citations in their discipline. This manuscript was published in the American Educational Research Journal, an influential journal every researcher dreams of.
- methodology: This is a “semi” causal study. Because random assignment based on race is unethical, the researchers used a “quasi-experimental” approach to their findings. This means they found a naturally occurring situation that approximates a controlled experiment. They also used data from North Carolina public schools, which have a significant but diverse presence of black teachers. Taking all methodologies into consideration, these researchers utilized the most powerful tool available in this situation.
What does this mean for teachers?
Research shows that the race of the person in front of the classroom can have a significant impact on the educational trajectories of Black students. But how can teachers apply these findings?
- Diversity advocacy: Promote and support initiatives at your school to hire and retain Black educators, or advocate for a Grow Your Own program launched by your district. Diverse staff provide important role models and enhance cultural competency within your school community.
- Think about bias: All educators must engage in self-reflection to identify and address their own biases in student interactions and assessments. Participate in professional development opportunities focused on cultural competency and anti-racist training practices to minimize biased decisions.
- Participate in policy change: Join our efforts to advocate for policies that promote racial equity in teacher recruitment, hiring practices, and ongoing professional development. Encourage school districts to implement standards that prioritize diversity and inclusion.
- Dr. Constance Lindsay We Are Teachers: “All teachers benefit from having diverse colleagues, especially beginning teachers, who serve to improve student outcomes.”
Our role as educators extends beyond academia. We also foster an equitable and inclusive educational environment. Hart and Lindsay’s (2024) findings highlight that the composition of the faculty has a significant impact on student outcomes and opportunities. I know it’s easy to think, “Well, it’s not my responsibility to change the diversity of the teacher workforce,” but It is your responsibility to check your biases. By reflecting and advocating for systemic change and embracing diversity, we make educational equity a reality rather than an aspiration. Let’s be educators who are curious about change, but also practice change, while recognizing and nurturing the potential of every child.