ABSTRACT

Public education in the United States has consistently and persistently failed significant numbers of students of color labeled with dis/abilities in terms of providing a quality education that leads to graduation. DisCrit theory provides a lens for understanding the impact of students’ intersectional, marginalized identities of race and dis/ability on outcomes. We employed a grounded theory approach to explore how racist deficit perspectives and the ableist medical model of dis/ability simultaneously inform and limit what teachers imagine for their students and themselves. Key findings revealed teachers struggled to align their espoused values with their classroom experiences. Faced with challenges, teachers did not demonstrate intersectional thinking related to race and dis/ability; instead they snapped back to deficit perspectives, stretched into questioning, and rarely took action. To counter this, we identified entry points and generated recommendations to support teachers building an intersectional approach to understanding multiply marginalized students.

摘要

在提供导致毕业的优质教育方面，美国的公共教育一直持续地使大量被标记为残疾/能力的有色人种学生失败。DisCrit 理论为理解学生的交叉、边缘化的种族身份和残疾/能力对结果的影响提供了一个视角。我们采用扎根的理论方法来探索种族主义缺陷的观点和残疾/能力的能力主义医学模型如何同时告知和限制教师对学生和他们自己的想象。主要调查结果显示，教师很难将他们所信奉的价值观与他们的课堂体验保持一致。面对挑战，教师没有表现出与种族和残疾/能力相关的交叉思维；相反，他们突然回到赤字的观点，陷入质疑，很少采取行动。为了解决这个问题，我们确定了切入点并提出了建议，以支持教师建立一种交叉方法来理解多重边缘化学生。