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Personal Experiences of Students at the Intersection of Race, Gender, and (Dis)ability
Award Winner
Recipient of the 11th Annual Graduate Student Symposium Scholarship Award, Poster Presentations - Second Place (2018)
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Presentation Type
Poster Presentation (Electronic Copy Not Available)
Keywords
African American children--Education; Children with disabilities--Education;
Abstract
This literature review helps readers to understand race and (dis)ability from the deficit perspective and brings forth the marginalized voices of students at the intersection of race, gender, and/or disability. The purpose is to bring these voices along the axis of race, (dis)ability, and gender to the attention of educators. The emerging framework of Disability Studies and Critical Race Theory (DisCrit) is used to explore ways how race and disability are interdependent and socially constructed to better understand the issues African American students with disability face within the education system. To help educators and school districts better understand diverse cultures, and their students from different ethnic, racial, linguistic, and (dis)ability backgrounds, it is important to include the voices of these students in the educational research who are marginalized and considered ‘others’. The review brings forth the struggle and concerns of these minority students, and how they navigate through the power structures around race and dis/ability to fully incorporate inclusive education in the classrooms.
Start Date
3-4-2018 11:00 AM
End Date
3-4-2018 1:30 PM
Year of Award
2018 Award
Faculty Advisor
Danielle Cowley
Department
Department of Curriculum and Instruction
Copyright
©2018 Shehreen Iqtadar
Embargo Date
3-30-2018
Personal Experiences of Students at the Intersection of Race, Gender, and (Dis)ability
This literature review helps readers to understand race and (dis)ability from the deficit perspective and brings forth the marginalized voices of students at the intersection of race, gender, and/or disability. The purpose is to bring these voices along the axis of race, (dis)ability, and gender to the attention of educators. The emerging framework of Disability Studies and Critical Race Theory (DisCrit) is used to explore ways how race and disability are interdependent and socially constructed to better understand the issues African American students with disability face within the education system. To help educators and school districts better understand diverse cultures, and their students from different ethnic, racial, linguistic, and (dis)ability backgrounds, it is important to include the voices of these students in the educational research who are marginalized and considered ‘others’. The review brings forth the struggle and concerns of these minority students, and how they navigate through the power structures around race and dis/ability to fully incorporate inclusive education in the classrooms.
