The author sets the context for the need to advance equity research in the emotional/behavioral disorders (E/BD) field, particularly in regard to the education of studens of color. Next, the special issue articles are discussed in terms of their contributions and future directions in E/BD research.
ArtilesA. J. (2015). Beyond responsiveness to identity badges: Future research on culture in disability and implications for RTI. Educational Review, 67(1), 1–22.
2.
ArtilesA. J.DornS.BalA. (2016). Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916–2016. Review of Research in Education, 40, 777–820.
BakhtinM. (1981). The dialogic imagination (EmersonC.HolquistM., Trans.). University of Texas Press.
5.
BoboL. D. (2011). Somewhere between Jim Crow and post-racialism: Reflections on the racial divide in America today. Daedalus, 140(2), 11–36.
6.
Bonilla-SilvaE. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Rowman & Littlefield.
7.
DarityW.Jr. (2011). The new (incorrect) Harvard/Washington consensus on racial inequality. DuBois Review, 8, 467–495.
8.
DavisN. R.VossoughiS.SmithJ. F. (2020). Learning from below: A micro-ethnographic account of children's self-determination as sociopolitical and intellectual action. Learning, Culture and Social Interaction, 24, 1–20. https://doi.org/10.1016/j.lcsi.2019.100373
9.
DiPreteT. A.Fox-WilliamsB. N. (2021). The relevance of inequality research in sociology for inequality reduction. Socius, 7, 1–30.
10.
DonovanS.CrossC. (Eds.). (2002). Minority students in special and gifted education. National Academy Press.
11.
FarkasG.MorganP. L. (2018, January14). Risk and race in measuring special education need. Contexts, pp. 72–74 [Policy brief].
12.
HarryB.KlingnerJ. (2014). Why are so many minority students in special education? Understanding race & disability in schools (2nd ed.). Teachers College Press.
13.
JasanoffS. (2018). Science, common sense, & judicial power in U.S. courts. Daedalus, 147(4), 15–27.
14.
Ladson-BillingsG. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.
15.
MehanH. (1993). Beneath the skin and between the ears. In ChaiklinS.LaveJ. (Eds.), Understanding practice (pp. 241–269). Cambridge University Press.
16.
MorganP. L.FarkasG.CookM.StrassfeldN. M.HillemeierM. H.PunW. H.WangY.SchusslerD. L. (2018). Are Hispanic, Asian, Native American, or language-minority children overrepresented in special education?Exceptional Children, 84, 261–279.
17.
NasirN.SnyderC. R.ShahN.RossK. M. (2012). Racial storylines and implications for learning. Human Development, 55, 285–301.
18.
PackerM.ColeM. (2020). The institutional foundations of human evolution, ontogenesis, and learning. In NasirN. S.LeeC.PeaR.de RoysonM. M. (Eds.), Handbook of the cultural foundations of learning (pp. 3–23). Routledge.
19.
SkibaR. J.SimmonsA. B.RitterS.GibbA. C.RauschM. K.CuadradoJ., et al. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74, 264–288.
20.
SkibaR.ArtilesA. J.KozleskiE. B.LosenD.HarryB. (2016). Risks and consequences of over-simplifying educational inequities. Educational Researcher, 45, 221–225.
21.
SullivanA. L. (2017). Wading through quicksand: Making sense of minority disproportionality in identification of emotional disturbance. Behavioral Disorders, 43(1), 244–252.
