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Black Males and the Emotional Disturbance Disability Label: A Leadership Problem

Thomas, Valencia E
http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763

Abstract Details

2019, Doctor of Education, Ashland University, College of Education.
The purpose of this qualitative research study is to identify factors that influence the disproportionately high number of Black boys identified as having an Emotional Disturbance disability during their school age years through the lens of the Critical Race Theory (CRT) framework. Using CRT as the framework for this study it allowed this study to advocate on behalf of Black boys and to potentially expose bias within our public education system. Through a two round interview process, key stakeholders in the public education system contributed their perceptions and assumptions of the school experience of Black boys. Specifically, those in urban districts and those with perceived extreme behaviors that impede their ability to learn at the rate as their White counterparts. The purpose of the student observations was to compare and contrast behaviors amongst students with an Emotional Disturbance (ED) disability in various academic settings. As well as, to identify commonalities, discrepancies amongst students, to support or attest to current literature and the information provided during the interviews, as it relates to Black boys with an ED disability. The responses from the interviews and the observations allowed me to bridge the gap and add to the current literature as it relates to the over-representation of Black boys identified as having an ED disability. The findings of this study also identified four major themes: misconception, environmental factors, Black boys and their behaviors and ineffective school-wide supports. Major themes emerging from this study gave a deeper meaning behind the impact has on the disproportionately high numbers of Black boys identified as having an ED disability in the public education system.
Judy Alston, Ph.D (Committee Chair)
Rosaire Ifedi, Ed.D (Committee Member)
Henry Pettiegrew II, Ph.D (Committee Member)
121 p.
Education; Educational Leadership; Special Education
black boys; special education; Emotional Disturbance Disability; save our black boys; black boys matter

Recommended Citations

Citations

  • Thomas, V. E. (2019). Black Males and the Emotional Disturbance Disability Label: A Leadership Problem [Doctoral dissertation, Ashland University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763

    APA Style (7th edition)

  • Thomas, Valencia. Black Males and the Emotional Disturbance Disability Label: A Leadership Problem . 2019. Ashland University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763.

    MLA Style (8th edition)

  • Thomas, Valencia. "Black Males and the Emotional Disturbance Disability Label: A Leadership Problem ." Doctoral dissertation, Ashland University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1567181757344763

    Chicago Manual of Style (17th edition)

ashland1567181757344763
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© 2019, some rights reserved.Creative Commons License Black Males and the Emotional Disturbance Disability Label: A Leadership Problem by Valencia E Thomas is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Ashland University and OhioLINK.