Cultural Competence and Referral Rates of Hispanic Students

Abstract

Hispanic students continue to be disproportionately placed in special education compared to their Caucasian peers. Special education referral rates have been examined based on a number of variables including teacher race, cultural competence, school district race make up, and student socioeconomic status. To date, research has focused on the existing special education data, and highlights the cultural mismatch between minority students in special education and teachers that are predominantly Caucasian and middle class. However, research has not focused on teacher referral rates for special education while examining teacher cultural competence. Purpose: The current study investigated preservice teacher referral rates of Hispanic students for special education and preservice teachers' cultural competence. Methods: Participants were asked to complete a demographic questionnaire and cultural competence survey. The 241 East Carolina University preservice teachers were given one of two case studies that were identical except for the race of the student, and asked to make a decision to refer for special education based on academic or behavioral concerns. Results: Findings indicated that there was no difference in teacher referral rates for the Hispanic or Caucasian case study. Academic, behavioral, and overall referral rates were equivocal for the two versions of the case study. Further, cultural competence was not affected by the race of the preservice teacher. Discussion: Findings are reviewed in the context of the theoretical model, Multiple Dimensions of Cultural Competence.