Mapping Access and Opportunity for Students with Disabilities: Urban K–8 Schools as Pockets of Privilege

Julia M. White, Beth A Ferri, Christine E. Ashby, Paul H. Bern, Lauren Ashby

Research output: Contribution to journalArticle

Abstract

Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as “enclave” schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary and middle schools, those attending K-8 schools were more likely to be educated in inclusive settings.

Original languageEnglish (US)
JournalEducational Forum
DOIs
StateAccepted/In press - 2020

Keywords

  • critical race spatial analysis
  • disability critical race studies
  • educational placement
  • inclusive education
  • K–8 schools
  • special education
  • urban schools

ASJC Scopus subject areas

  • Education

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