“Telling It Like It Is: The Role of Race, Class, &amp; Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class”

Blanchett, Wanda J.

doi:10.18061/dsq.v30i2.1233

Cited by 74 publications

(52 citation statements)

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“…In the field of CRT, for instance, it has been noted that the topics of dis/ability and special education are not sufficiently represented or simply omitted, despite many overlapping interests and concerns that hold the promise of potentially strong allegiances between researchers (Connor 2008b). Similarly, there remains a vital task of fully accounting for race and critiquing the deployment of whiteness within the field of DS (Bell 2006;Blanchett 2010;Leonardo and Broderick 2011). Given the ways that race has figured so prominently in special education status, we would argue that it is nothing short of irresponsible to leave race out of dis/ability related research in special education.…”

mentioning

confidence: 99%

Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

Annamma¹,

Connor²,

Ferri³

2013

Race Ethnicity and Education

687

710

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In this article, we combine aspects of Critical Race Theory (CRT) and Disability Studies (DS) to propose a new theoretical framework that incorporates a dual analysis of race and ability: Dis/ability Critical Race Studies, or DisCrit. We first examine some connections between the interdependent constructions of race and dis/ability in education and society in the United States and why we find it necessary to add another branch to Critical Race Theory and Disability Studies. Next, we outline the tenets of DisCrit, calling attention to its potential value as well as elucidate some tensions, cautions, and current limitations within DisCrit. Finally, we suggest ways in which DisCrit can be used in relation to moving beyond the contemporary impasse of researching race and dis/ ability within education and other fields.

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mentioning

confidence: 99%

Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

Annamma¹,

Connor²,

Ferri³

2013

Race Ethnicity and Education

687

710

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“…38 Furthermore, literature has discussed the overrepresentation and the underrepresentation of White and Black students with a learning disability in the education system. 39 Of concern is the fact that White students with learning disabilities are more likely to be educated in regular classrooms, while Black students with behavioral and emotional difficulties are most likely to receive education in separate environments. 39 Indeed, the results of the present study reveal a racial discrepancy between White and ethnic minority groups.…”

Section: Discussionmentioning

confidence: 99%

“…39 Of concern is the fact that White students with learning disabilities are more likely to be educated in regular classrooms, while Black students with behavioral and emotional difficulties are most likely to receive education in separate environments. 39 Indeed, the results of the present study reveal a racial discrepancy between White and ethnic minority groups. White race was in a negative relationship as a predictor of the prevalence of households with people with disability living below poverty (regression coefficients were negative in both GWR models for males and females, see Table 4).…”

Section: Discussionmentioning

confidence: 99%

Geo-social and health disparities among persons with disabilities living in Monterrey, Nuevo Leon and Dallas, Texas

Nikolova

Small

Campillo

2015

Disability and Health Journal

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“…For instance, Conrad and Potter () suggested how the establishment of the label “ADHD” was promoted by professionally successful groups who nevertheless experienced they were “not good enough” and therefore needed an explanation for their “underperformance”; hence this label appeared attractive to some already endowed groups (see also Conrad & Potter’s, study on human growth hormones). Others have shown how, for instance, “learning disabilities” have been promoted by middle‐class families in order to justify their children’s mediocre results in school that could otherwise risk their future careers and social status; such a disability label “counterbalances the stigma associated with academic failure” (Hale, , p. 1; see also Blanchett, ; Sleeter, ).…”

Section: Introductionmentioning

confidence: 99%

Medical diagnosis of dyslexia in a Swedish elite school: A case of “consecrating medicalization”

Holmqvist

2020

British Journal of Sociology

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Based on qualitative data of an upper‐secondary school in Sweden’s primary elite community, Djursholm, I propose how medical diagnosis of students as dyslexics contributes to consecrating them by offering a short cut to successful performance, while at the same time reproducing differences between social classes. The study suggests how students that do not score top can be labeled dyslexic and the social and moral consequences of that. I introduce the concept of “consecrating medicalization” in order to discriminate between the effects of medical diagnosis of members of different social classes. In this way, this paper contributes to further examining some key problems in medical sociology and the sociology of elites, by offering a framework of synthesis and integration.

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“Telling It Like It Is: The Role of Race, Class, & Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class”

Cited by 74 publications

References 0 publications

Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

Geo-social and health disparities among persons with disabilities living in Monterrey, Nuevo Leon and Dallas, Texas

Medical diagnosis of dyslexia in a Swedish elite school: A case of “consecrating medicalization”

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