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Special Education or Racial Segregation: Understanding Variation in the Representation of Black Students in Educable Mentally Handicapped Programs

The disproportionate representation of black students in special education programs has been well documented, yet explanations for the overrepresentation are rare. Using a unique sample of U.S. public school districts (N=981), this article examines the effects of local racial and political-economic structures, school district characteristics, and school desegregation politics on the representation of black students in educable mentally handicapped (EMH) programs.

  • Author/Creator: Eitle, T. M.
  • Date Published: Fall
  • Journal/Secondary Title: The Sociological Quarterly
  • Number: 4
  • Volume: 43
  • Year: 2002

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