Beyond disability. Are culturally and linguistically diverse (CLD) students overrepresented in the Spanish special education system? An intersectional data-based approach
In this paper, we use the concept of intersectionality to explore the situation of culturally and linguistically diverse (CLD) students attending special education units or schools in Spain from 2009 to 2019. Using the general Spanish student population as our reference group, we calculate the relat...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/720127 |
| Acceso en línea: | http://hdl.handle.net/10486/720127 https://dx.doi.org/10.1177/11356405241290425 |
| Access Level: | acceso abierto |
| Palabra clave: | intersectionality overrepresentation immigrant students inclusion special education Educación |
| Sumario: | In this paper, we use the concept of intersectionality to explore the situation of culturally and linguistically diverse (CLD) students attending special education units or schools in Spain from 2009 to 2019. Using the general Spanish student population as our reference group, we calculate the relative risk index for CLD students in special education. In addition to revealing clear equity gaps, the results also indicate that gender intensifies both oppression and nationality effects, pointing to the existence of a mutable structure of inequality that has a stronger effect on male students from non-European countries, particularly Pakistan and the Dominican Republic. We conclude that educational trends, which remained unchanged during the years comprising the study period, reveal the historicity of educational inequality, confirming its structural, multifaceted and intersectional nature. As a possible means of overcoming the barriers faced by foreign students, we propose a reorganization of the conceptual framework of inclusion from an intersectional perspective |
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