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Race Ethnicity and Education Volume 24, 2021 - Issue 6
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Disciplinary disparities by race and disability: using DisCrit theory to examine the manifestation determination review process in special education in the United States

Amy E. Fishera Educational, School, and Counselling Psychology, University of Kentucky, Lexington, KY, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6828-9651
ORCID Icon,
Benjamin W. Fisherb Criminal Justice, University of Louisville, Louisville, KY, USA
&
Kirsten S. Raileya Educational, School, and Counselling Psychology, University of Kentucky, Lexington, KY, USA
Pages 755-769 | Received 01 Feb 2019, Accepted 03 Apr 2020, Published online: 27 Apr 2020

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Kelly L. Edyburn, Agustina Bertone, Tara C. Raines, Tameisha Hinton, Jennifer Twyford & Erin Dowdy. (2023) Integrating Intersectionality, Social Determinants of Health, and Healing: A New Training Framework for School-Based Mental Health. School Psychology Review 52:5, pages 563-585.
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Melissa A. Collier-Meek, Thomas R. Kratochwill, Hao-Jan Luh, Lisa M. H. Sanetti & Annisha Susilo. (2023) Reflections on Consultation: Applying a DisCrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities. Journal of Educational and Psychological Consultation 33:1, pages 10-44.
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Saili Kulkarni, Emily Nusbaum & Phillip Boda. (2021) DisCrit at the margins of teacher education: informing curriculum, visibilization, and disciplinary integration. Race Ethnicity and Education 24:5, pages 654-670.
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Articles from other publishers (8)

Ceema Samimi, Noah Jefferson, Shelby Flanagan & Yolanda Anyon. (2023) Intersections of Disproportion: A Critical Quantitative Examination of Dis/ability and Gender in Black Students’ School Discipline Outcomes. The Urban Review 55:4, pages 456-475.
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Jesse I. Fleming, Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo & Lucas Anderson. (2023) Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students With Disabilities: A Conceptual Replication. Journal of Positive Behavior Interventions.
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Christopher P. Brown. (2023) Policy Justice Through Critical Qualitative Inquiry: Examining the Issue of School Readiness. Qualitative Inquiry, pages 107780042311631.
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Rose Sebastian. (2022) “If You Want to Go Far”: A Case Study of Culturally Sustaining Co-teaching. The Urban Review 55:1, pages 27-49.
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Tory L. Ash, Emily C. Helminen, Shiharu Yamashita & Joshua C. Felver. (2023) Teachers' anti-black biases in disciplinary decisions: The role of mindfulness. Journal of School Psychology 96, pages 75-87.
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Melissa R. Jenkins, David Ansong, Andrae Banks & Tiffany D. Dangleben. (2022) Regional trends and the role of school support staff in suspensions of students with disabilities. Children and Youth Services Review 141, pages 106622.
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Yosung Song & Justin E. Freedman. (2022) The Construction and Embodiment of Dis/Ability for North Korean Refugees living in South Korea. Teachers College Record: The Voice of Scholarship in Education 124:7, pages 201-220.
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Crystena A. H. Parker-ShandalCrystena A. H. Parker-Shandal. 2022. Restorative Justice in the Classroom. Restorative Justice in the Classroom 131 165 .

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