For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study employed a multilevel modeling framework to evaluate the influence of student race, ethnicity, and gender on school psychologists’ ( N = 229) initial special education eligibility considerations and associated confidence. The model revealed a significant four-way interaction between student race/ethnicity, student gender, participant confidence, and eligibility categories on participant likelihood ratings. These results may provide insight into the causes of the nationally documented identification disparities in schools and inform practices to reduce them. School psychologists should regularly reflect on their decision-making and work to reduce the effects of their potential biases in special education identification.

中文翻译：

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学校心理学家特殊教育分类考虑因素中的种族和性别偏见


对于不成比例地面临临床服务不足机会的少数群体，学校通常是对一系列残疾进行正式评估和干预的最便捷方式。然而，特殊教育中种族和性别不相称的长期历史需要更深入地了解导致识别不准确的因素。目前的研究采用多层次建模框架来评估学生种族、民族和性别对学校心理学家 （ N = 229） 初始特殊教育资格考虑和相关信心的影响。该模型揭示了学生种族/民族、学生性别、参与者信心和参与者可能性评级的资格类别之间存在显着的四向交互作用。这些结果可能有助于深入了解全国记录在案的学校身份差异的原因，并为减少这些差异的做法提供信息。学校心理学家应定期反思他们的决策，并努力减少他们在特殊教育识别中的潜在偏见的影响。