Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17103
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dc.contributor.authorVasquez, Eleazar, III-
dc.contributor.authorLopez, Angel-
dc.contributor.authorStraub, Carrie-
dc.contributor.authorPowell, Selma-
dc.contributor.authorMcKinney, Tracy-
dc.contributor.authorWalker, Zachary M.-
dc.contributor.authorGonzalez, Tiphanie-
dc.contributor.authorSlocum, Timothy A.-
dc.contributor.authorLee, Mason-
dc.contributor.authorOkeeffe, Breda V.-
dc.contributor.authorBedesem, Pena L.-
dc.date.accessioned2015-08-18T06:12:50Z-
dc.date.available2015-08-18T06:12:50Z-
dc.date.issued2011-
dc.identifier10.1111/j.1540-5826.2011.00328.x-
dc.identifier.citationVasquez 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.en_US
dc.identifier.issn1540-5826 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/17103-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Learning Disabilities Research & Practice. The published version is available online at http://dx.doi.org/10.1111/j.1540-5826.2011.00328.x-
dc.description.abstractEthnic 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.en_US
dc.language.isoenen_US
dc.titleEmpirical research on ethnic minority students: 1995–2009en_US
dc.typePostprinten_US
item.fulltextWith Fulltext-
item.grantfulltextopen-
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