Using cultural-historical activity theory to understand teacher perceptions of gender disproportionality in special education : an exploratory case study.

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dc.contributor.advisorScott, Lakia.
dc.creatorMadden, Emma N., 1989-
dc.date.accessioned2024-07-17T14:13:11Z
dc.date.available2024-07-17T14:13:11Z
dc.date.created2023-08
dc.date.issued2023-08
dc.date.submittedAugust 2023
dc.date.updated2024-07-17T14:13:11Z
dc.description.abstractThere is an overrepresentation of male students in special education programs, specifically due to behavior, attentional deficits, and lack of staff training. Exploring issues regarding the process of initial referrals to special education is critical because subjective opinions and biases alter the outcome for all students. As a result, special education programming disadvantages already marginalized groups of students and continues to perpetuate stereotyping of learning centers and substantially separate programs. Additionally, female students receive support at a different rate than their male peers, thus, the potential decrease in female students’ motivation and persistence associated with academics. This qualitative exploratory case study helped twelve special education professionals communicate their viewpoints regarding how teacher belief systems and training shape their ability to provide tiered learning and instruction to all student profiles. Participant’s years of experience, type of role in special education, and school demographics differed, as to provide well-rounded opinions on disproportionality. This research study utilized Cultural-Historical Activity Theory as a framework to explore the interplay of tools and rules in the special education community. A brief open-ended survey and semi-structured interviews provided the pathway to gain the perspectives of purposefully selected participants. Five of the twelve initial survey participants completed follow-up interviews to share their knowledge of special education disproportionality and student planning. All study participants held multiple roles in special education, including the ability to make initial eligibility determinations. The study found that despite state and legal mandates on changes within the special education referral process, teacher perspectives continue to cause overpopulation of male students in moderate and severe special education placements. Critical stakeholders must be aware of gender-based biases and negative stereotypes around special education. This study also showed a perceived lack of professional development for all teaching staff surrounding the process and eligibility determination for students with disabilities.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2104/12833
dc.language.isoEnglish
dc.rights.accessrightsNo access – contact librarywebmaster@baylor.edu
dc.titleUsing cultural-historical activity theory to understand teacher perceptions of gender disproportionality in special education : an exploratory case study.
dc.typeThesis
dc.type.materialtext
local.embargo.lift2025-08-01
local.embargo.terms2025-08-01
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.nameEd.D.
thesis.degree.programLearning & Organizational Change
thesis.degree.schoolBaylor University

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