THROUGH WHOSE EYES? THE ROLE OF EDUCATOR PERCEPTIONS AND BIAS IN THE DISPROPORTIONALITY OF SPECIAL EDUCATION REFERRALS FOR BLACK BOYS

Abstract

In this study, I examined how educator perceptions, implicit biases, and deficit-based thinking impact the disproportionate referral of Black boys to special education, especially under subjective categories like emotional disturbance and specific learning disabilities. The purpose of the study was to reveal the root causes of disproportionality and propose strategies to foster equity in referral and placement practices.Using a systematic literature review methodology, I examined mixed-methods, qualitative, and quantitative research related to special education disproportionality, educator bias, and culturally responsive teaching. The review included 20 peer-reviewed articles published between 2010 and 2024. Four key research questions directed the inquiry: (1) What patterns in referral data suggest disproportionality? (2) How do teacher perceptions and biases influence referrals? (3) How does teacher training in special education and cultural competence impact referral rates? (4) What strategies can reduce racial disparities in special education placements? Findings indicate that Black boys are more frequently referred for special education due to behavior issues rather than academic achievement, often because of implicit racial bias and cultural misunderstandings. These referrals tend to rely on subjective judgment instead of standardized assessments. The reviewed studies show that culturally responsive teaching (CRT), targeted professional development, and strategic improvements in staffing, educator training, and early intervention systems can help reduce these disparities. To address this pervasive problem, I propose a four-part improvement plan: (1) strengthen early intervening systems like multi-tiered system of supports and Response to Intervention, (2) build inclusive, culturally affirming classrooms, (3) shift staffing structures and leadership practices to support equity, and (4) center CRT as the foundation for disrupting biased referral decisions. This framework is brought to life through a year-long professional learning series designed to help educators reflect on their biases, apply CRT strategies, and build inclusive systems of support for Black boys and other historically marginalized children.