The Role of Teacher Bias in the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education Programs: A Meta-Synthesis

Abstract

This meta-synthesis of the literature on the disproportionate representation of minority students in special education programs examines the extent to which teacher bias impacts that disproportion. The factors that contribute to culturally and linguistically diverse (CLD) students being overrepresented in special education and underrepresented in gifted education are complex and have deep social and political roots. One such root is that of cultural bias that may be exhibited by teachers working with students whose cultural backgrounds vary from their own. Examining how this bias can impact ways that educators interact with minority students, and how it may affect the assessment and referral of CLD students to special education will help to illuminate ways in which practicing educators can work towards alleviating this bias.