Citation

Wehmeyer ML, Schwartz M. Educ. Treat. Child. 2001; 24(1): 28-45.

Copyright

(Copyright © 2001, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

It is a common circumstance that males receiving special education services outnumber females nearly two to one. The primary explanation for this has been that boys exhibit behavior patterns that are more likely to result in their referral to special education. A second reason for this situation may be biological differences in boys and girls. A third reason, one not widely discussed in the special education literature, relates to the impact of gender bias on referral and admission. To examine the latter, we conducted a comprehensive records review for all students admitted to special education across three school years to examine gender differences in referral, admission, and placement decisions while accounting for known biological and behavioral variables. Our findings support a hypothesis in the literature that males are not necessarily overrepresented in the special education population, but instead females who could benefit from special education services are underrepresented. One factor accounting for this underrepresentation is gender bias.