Same As It Ever Was: The Nexus of Race, Ability, and Place in One Urban School District

Julia M. White, Siqi Li, Christine E. Ashby, Beth Ferri, Qiu Wang, Paul Bern, Meghan Cosier

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


Lack of access to general education for students with disabilities, particularly students with extensive support needs, students of color, and students from low-income households, reflects continued educational inequities for multiply marginalized students. Here, we present findings of a geospatial analysis of the intersections of race, socioeconomic status, disability labels, and levels of inclusion for students with disabilities in an urban school district, serving primarily students of color. Findings show trends in segregated placements mirroring historical redlining practices, suggesting the persistence of racial segregation that is enacted systematically and systemically via special education placements, disability categories, and geography. Results suggest the need to examine student-level placement data in the context of race, class, disability label, and space to identify and address inequities in access to inclusive schooling.

Original languageEnglish (US)
Pages (from-to)453-472
Number of pages20
JournalEducational Studies - AESA
Issue number4
StatePublished - Jul 4 2019

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science


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