Special education researchers have a huge responsibility and opportunity to develop research designs that help practitioners in schools—particularly school teachers, leaders, counselors, social workers, and interventionists—develop research-based policies and practices that address and meet the increasingly complex needs of young people. In this article, we synthesize insights from the articles published in the issue with careful attention placed on understanding implications to bolster and cultivate special education research, theory, policy and practice that may advance justice and equity.
ArciaE. (2006). Achievement and enrollment status of suspended students: Outcomes in a large, multicultural school district. Education and Urban Society, 38, 359–369.
2.
BanksJ. A. (1991). Multicultural literacy and curriculum reform. Educational Horizons, 69(3), 135–140.
3.
CrenshawK.OcenP.NandaJ. (2015). Black girls matter: Pushed out, overpoliced, and underprotected. African American Policy Forum & Center for Intersectionality and Social Policy Studies.
4.
DavisJ. E.JordanW. J. (1994). The effects of school context, structure, and experiences on African American males in middle and high school. Journal of Negro Education, 63(4), 570–587.
5.
FosterM. (1997). Black teachers on teaching. New Press.
6.
GregoryA.SkibaR.NogueraP. (2010). The achievement gap and the discipline gap: Two sides of the same coin?Educational Researcher, 39(1), 59–68.
7.
IrvineJ. J.IrvineR. W. (1983). The impact of the desegregation process on the education of Black students: A retrospective analysis. Journal of Negro Education, 76(3), 297–305.
MilnerH. R. (2005). Developing a multicultural curriculum in a predominantly White teaching context: Lessons from an African American teacher in a suburban English classroom. Curriculum Inquiry, 35(4), 391–427.
11.
MilnerH. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400.
12.
MilnerH. R. (2020a). Brown lecture: Disrupting punitive practices and policies: Rac(e)ing back to teaching, teacher preparation, and Brown. Educational Researcher, 49(3), 147–160. https://doi.org/10.3102%2F0013189X20907396
13.
MilnerH. R. (2020b). Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms (2nd ed.). Harvard Education Press.
14.
MorrisM. (2016). Pushout: The criminalization of Black girls in schools. The New Press.
15.
NogueraP. A. (2003). Schools, prisons, and social implications of punishment: Rethinking disciplinary practices. Theory into Practice, 42(4), 341–350.
16.
PriceJ. H.KhubchandaniJ. (2019). The changing characteristics of African-American adolescent suicides, 2001–2017. Journal of Community Health, 44(4), 756–763.
17.
Siddle WalkerV. (1996). Their highest potential: An African American school community in the segregated South. University of North Carolina Press.
18.
Siddle WalkerV. (2000). Valued segregated schools for African American children in the South, 1935-1969: A review of common themes and characteristics. Review of Educational Research, 70(3), 253–285.
19.
Siddle WalkerV. (2013). Ninth annual Brown lecture in education research: Black educators as educational advocates in the decades before Brown v. Board of Education. Educational Researcher, 42(4), 207–222.
20.
SkibaR. J.MichaelR. S.NardoA. C.PetersonR. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34(4), 317–342.
21.
Substance Abuse and Mental Health Services Administration. (2019). Results from the 2018 National Survey on Drug Use and Health: Detailed tables.
22.
TillmanL. C. (2004). (Un)Intended consequences? The impact of Brown v. Board of Education decision on the employment status of Black educators. Education and Urban Society, 36(3), 280–303.
23.
WelshR. O.LittleS. (2018). The school discipline dilemma: A comprehensive review of disparities and alternative approaches. Review of Educational Research, 88(5), 752–794.
