Faculty Mentoring: A Practical Manual for Mentors, Mentees, Administrators, and Faculty Developers

Although this qualitative study showed promise for identifying factors contributing to the over-representation of Black students in special education, engaging in courageous conversations about race is clearly not an institutionalized practice in the schools represented in this study. However, as we consider the statistical facts, it is difficult not to think about racial inequality as a predominant factor causing today's achievement gap. It is our responsibility, as educators, to garner the courage to disaggregate and interpret the data through a "cultural eye." Only then can we engage in courageous conversations about race in order to improve student achievement.