The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

中文翻译：

---

特殊教育中的教师种族和种族差异

美国教师人口主要是白人，但研究尚未确定教师种族对识别残疾学生有何影响。本研究考察了教师种族构成在接受特殊教育服务中的作用。调查结果表明，学校的有色人种教师比例（扣除所有其他因素后）与学生接受各类残疾（情绪障碍和自闭症谱系障碍除外）特殊教育服务的几率增加有关。这些发现可能反映了有色人种教师对学生的更高期望，这可能会导致表现不如预期的学生接受更多特殊教育。尽管对大多数残疾类别的影响不会因学生种族而异，