Disproportionate representation of African Americans in emotionally handicapped classes.
Focuses on the representation of Afro-Americans in emotionally handicapped classes. School-based practices; Cultural differences; Definition and criteria used to identify and assess students for placement in classes; Pearson product-moment correlations.
| Publicado en: | Journal of Black Studies Vol. 25; no. 4; pp. 492 - 507 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Mar1995
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Focuses on the representation of Afro-Americans in emotionally handicapped classes. School-based practices; Cultural differences; Definition and criteria used to identify and assess students for placement in classes; Pearson product-moment correlations. |
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