Twice-exceptionality in African American and Latinx students: how understandings of twice-exceptionality during the assessment process contributes to racial disparities in special education

Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-05-01

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Oefelein, Sonya Ann

Contributors dc:contributor

• Pak, Yoon
• Kang, Hyun-Sook
• Mason, Terrence C
• Tarconish, Emily

• African American
• Latinx
• K-12 students
• twice exceptional
• gifted
• gifted assessment
• special education
• evaluation, 2e, general education
• evaluation
• implicit bias
• microaggression
• underrepresentation
• overrepresentation
• narrative analysis
• inductive content analysis

Statement dc:rights

• Copyright 2025 Sonya Oefelein

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/129580

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/129580