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When Salt Ain’t Enough: A Critical Quantitative Analysis of Special Education and Education Degree Production


by Christopher J. Cormier, Derek A. Houston & LaRon A. Scott - 2021


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Cite This Article as: Teachers College Record Volume 123 Number 10, 2021, p. -
https://www.tcrecord.org ID Number: 23858, Date Accessed: 1/20/2022 8:08:25 AM
 
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About the Author
  • Christopher J. Cormier
    Stanford University
    E-mail Author
    CHRISTOPHER J. CORMIER, Ph.D., is a former special education teacher and a current postdoctoral fellow in the Center to Support Excellence in Teaching at the Stanford Graduate School of Education. He has taught first through 12th in Title 1 schools in the Greater Los Angeles Metropolitan area. His research program focuses on the social and cultural contexts of minoritized learners and teachers in special education. Under this overarching theme, he has two lines of scholarship. The first is on the professional and socioemotional lives of minoritized teachers. The second is on culturally informed identification of minoritized students in special education. Dr. Cormier brings a comparative lens to both of his research lines with studies in national and international contexts. He is the current president-elect of the Division for Culturally and Linguistically Diverse Learners (DDEL) of the Council for Exceptional Children. His most recent scholarship is:

    Cormier, C. J. (in press). I wouldn’t invite them to the cookout: How Black male special education teachers feel about socializing with their White colleagues. Harvard Educational Review; and

    Cormier, C. J., Scott, L. A., Powell, C., Hall., & K. (in press). Locked in glass classrooms: Black male special education teachers socialized as everything else but educators. Teacher Education and Special Education.

  • Derek A. Houston
    Spencer Foundation
    E-mail Author
    DEREK A. HOUSTON, Ph.D., currently serves as an associate program officer at the Spencer Foundation and will serve as associate professor of educational leadership in the School of Education, Health, and Human Behavior at Southern Illinois University Edwardsville beginning January 2022. His research is centered at the nexus of critical theory and quantitative methods, where he engages with policy questions relative to resource inequality across the P–20 educational pipeline, advocating for a socially just future. His most recent scholarship focuses on critically engaging the tools and processes of quantitative research. Recent and upcoming scholarship includes:

    Houston, D. A., Brewer, T. J., & Wronowski, M. L. (2020). Critical approaches for policy-relevant research. In A. Urick, D. E. DeMatthews, & T. G. Ford (Eds.), Maximizing the policy relevance of research for school improvement (pp. 241–264). Information Age; and

    Houston, D. A., Cormier. C. J., Petchauer, E., & Scott. L. A. (in press). Black graduates on the yard and on the quad: Trends of education degrees at HBCUs and Non-HBCUs. Kappa Delta Pi Record.

  • LaRon A. Scott
    Virginia Commonwealth University
    E-mail Author
    LARON A. SCOTT, Ed.D., is an associate professor of special education, as well as the executive director of the Minority Educator Recruitment, Retention, and Equity Center at Virginia Commonwealth University. His research focuses on the intersections of race and gender in attracting, preparing, and retaining special education teachers. His research also focuses on postsecondary transition experiences for youth of color with an intellectual and developmental disability. Recent scholarship includes:

    Scott, L. A., Taylor, J., Bruno, L., Padhye, I., Brendli, K., Wallace, W., & Cormier, C. J. (2021). Why do they stay? Factors associated with special education teachers’ persistence. Remedial and Special Education. Advance online publication. https://doi.org/10.1177/07419325211014965; and

    Scott, L. A., Powell, C., Oyefuga, O. E., Cormier, C. J., & Padhye, I. (2021). Complementary review of the literature on special education teachers of color attrition and retention: What we know and how do we move forward. Multiple Voices: Disability, Race, and Language Intersections in Special Education, 21(1), 3–39.

 
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