Twenty-six empirical studies of collaboration among teaching teams comprised of general and special educators were reviewed to determine the impact of ethnocultural diversity, gender diversity, sexual orientation diversity, and disability status diversity on collaborative teaming. Only 1 (4%) of the 26 studies acknowledged that ethnocultural and gender differences among teachers might impact collaboration. None (0%) of the 26 studies addressed issues of sexual orientation or disability status. None (0%) of the 26 studies addressed issues of racism, sexism, homophobia/ heterosexism, or ablism. The author recommended researchers investigate collaboration, empirically and critically, to develop an empirical discourse that recognizes and empowers teachers of color, gay, lesbian, bisexual, and transgender teachers, teachers with disabilities, and other teachers with distinct group identity.
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