The Educational Experiences of African-American Males in Special Education Through Counter-stories

Abstract

The current study aimed to fill a gap in the literature by using counter-storytelling, through the theoretical framework of Critical Race Theory, to explore the historically poor educational outcomes and disproportionate representation of African-American males in special education. Firsthand accounts of African-American male students’ experiences within special education and parents’ experiences with their children’s education were collected. Findings suggested that African-American males in special education take responsibility for their behavior and learning and that their parents play an essential role as advocates. A sharp contrast was also found between parents and their children as parents saw a broken system while students saw themselves as the problem. Furthermore, findings showed that despite students’ and parents’ belief that the current educational placement was appropriate, the achievement gap between white and African-American students still persisted. The study’s findings indicate that educators need to be conscientious of the potential for students to readily internalize both negative and positive interactions within their environment, that schools engage students and parents more deliberately when planning curriculum and instruction, and be receptive to both student and parent voices in order to help shape curriculum and instruction, and be reflective of how their own culture may positively or negatively influence curriculum and instruction in the classroom. It is clear how critically important these factors are in impacting the quality of programs and services African-American males in special education receive, and thus should be at the forefront of educators’ minds when designing curriculum and instruction.