The influence of student ethnicity and gender on teachers' placement issues
AuthorLewis, Rhiannon, 1959-
AdvisorAleamoni, Lawrence M.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis study was designed to examine the effects of ethnicity and gender on African teachers' judgements regarding potential special education placement. The participants were to be 120 randomly-selected black-African teachers in the Southern African country of Botswana. The selection was to have been stratified on the basis of gender and district. Fictitious and equivocal information was given regarding the ability, behavior and academic performance of a nine-year-old student. Due to methodological problems, the study did not yield quantitative data thus a descriptive analysis was performed. Significantly fewer questionnaires regarding Negro students were returned than those depicting Caucasian students. Also, more females than males were suggested for referral, though the difference was not statistically significant. Future research in this area would be beneficial to the understanding of the role played by gender and ethnicity in special education referrals.