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Empirical research on ethnic minority students: 1995–2009
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Vasquez III, E., Lopez, A., Straub, C., Powell, S., McKinney, T., Walker, Z., ... & Bedesem, P. L. (2011). Empirical research on ethnic minority students: 1995–2009. Learning Disabilities Research & Practice, 26(2), 84-93.
Ethnic minority disproportionality has been a topic of extensive discussion and research for many years (Children's Defense Fund, 1975; Glackman et al., 1978; McCarthy & Hodge, 1987; Office of Civil Rights, 1993; Townsend, 2000; and Artiles, Trent, & Palmer, 2004). Disproportionality is so important, Congress has passed legislation to address these concerns (e.g., NCLB & IDEIA). In 1997, Artiles, Trent and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors
found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. (1997) and extend this literature analysis to the subsequent fifteen-year period (1995-2009). We reviewed the entire contents of four journals (Journal of Learning Disabilities, Learning Disabilities Quarterly, Exceptional Children, and Journal of Special Education) across fifteen years to describe reporting practices with respect to ethnic minority groups. Specifically, this review examined (1) the extent to which four journals published research focused on identifiable ethnic groups and (2) the extent to which the
frequency of reporting ethnic information has changed in the last fifteen years. We found increases in the proportion of articles reporting ethnic minority information fifteen years following the Artiles et al. publication.
This is the final draft, after peer-review, of a manuscript published in Learning Disabilities Research & Practice. The published version is available online at
1540-5826 (online)
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