Education Commons^™

Inequitable School Funding In Illinois Colorblind Or Blindfolded: A Critical Race Theory Analysis Counterstory Of Illinois' Lewis E. V. Spagnolo, Mariette Yevette Cheatam

Theses and Dissertations

Despite the Illinois school funding formula continuing to be one of the most staggeringly unequal in the nation, the Illinois State Supreme Court excludes school finance from judicial review. Although entities such as the National Center for Education Statistics (NCES), which is the primary federal entity for collecting and analyzing data related to education, continue to both collect and analyze education results along racial and ethnic lines, many studies leave out the importance of racism in their analysis.

In its search for the colorblind doctrine, this critical race theory (CRT) study focuses on Lewis E. v. Spagnolo, 710 N.E.2d 798 …

Examining The Relationship Between Racial/Ethnic Minority Students' Learning Experiences And Their Choice Of Psychology Specialty: Implications For Minority Recruitment In School Psychology, Joel Omar Bocanegra

Theses and Dissertations

Racial/ethnic minorities have historically been underrepresented within the profession of school psychology. An increase in minorities within the field of school psychology has been forwarded as a way to improve the service provision to the nation's racial/ethnic minority student population. Unfortunately, trainers within school psychology have struggled to recruit minority graduate students, with the most recent demographic survey of the field suggesting that racial/ethnic minorities comprise 9.3% of school-based practitioners (Curtis, Castillo, & Gelley, 2012). Furthermore, research has indicated that school psychology training programs have also lagged behind counseling and clinical psychology training programs in the recruitment of minority students …

The Relationship Between Teachers’ Levels Of Cultural Competence And The Nomination/Referral Process For Gifted Identification Of Culturally And Linguistically Diverse Students, Patrice C. Wilson

Theses and Dissertations

This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by …