Behavioral and academic outcomes differ for students by race, ability, and gender within the K-12 public education system. Moreover, striking gaps exist at the intersection of race, ability, and gender, despite the similarity in severity and frequency of behavior between groups. Few studies, however, have examined the educational mechanisms that contribute to these gaps. Despite this, the scientific literature? shows that when educators have high expectations, students are more likely to be successful academically and behaviorally. Therefore, this study examines the inverse of this relationship by recognizing that biases likely influence behavior and academic student outcomes through expectancy bias for certain groups of students. The present study utilizes an intersectional framework of disability studies and critical race theory (DisCrit) to examine preservice educator expectations of behavior and academic outcomes of a hypothetical student at the intersection of student race, ability, and gender using a factorial vignette experimental design. Analyses consisted of factorial multivariate analyses of main and interaction effects including covariates for social desirability, tolerance, severity, and demographic characteristics. Results indicated significant and meaningful differences in expectations of behavior and academic experiences by race and ability. However, interaction effects were not detected. Implications and limitations of this study are discussed.

African American males with disabilities meet challenges in K-12 public education and higher education. Educational practices often focus on a deficit interpretation of the abilities of African American males with disabilities. Educational stakeholders who do not reflect their layered identities of race, gender, ability, and socioeconomic status often make educational decisions for this student population. The purpose of this study is to include in the educational conversations the voice of an African American male with disabilities who experienced K-12 public education and higher education. Using narrative inquiry and analyzed through the lens of DisCrit, findings from the study revealed two themes that explain the participant’s lived experiences. Educational stakeholders and others who see themselves in the participant can learn valuable information from the participant's narrative.

Alors que l’on observe un déni du racisme systémique dans le discours politique dominant au Québec, les citoyen.nes et les immigrant.es racisé.es sont les cibles de traitements oppressifs dans diverses institutions à travers la province, y compris au sein des écoles (Pierre et Bosset, 2020). Cette situation concerne plus particulièrement les élèves noir.es qui ont témoigné avoir subi des expériences de racisme dans les établissements d'enseignement (CDPDJ, 2011; Collins et Magnan, 2018; Louis, 2020). Face au déni du racisme caractéristique du discours dominant, une étude empirique, dans une perspective intersectionnelle et critique, s’avère nécessaire afin d’analyser les expériences scolaires des élèves noir.es, au regard des expériences de racisme vécues et en lien avec leur portrait socio-éducatif préoccupant (Caldas et al., 2009; Livingstone & Weinfeld, 2017). Eu égard à la surreprésentation des jeunes Noir.es en adaptation scolaire (Mc Andrew et Ledent, 2008), cette étude documente plus spécifiquement les expériences des élèves noir.es dans les écoles anglophones du Québec tout au long du processus de classement. Il s’agit également d’analyser les obstacles structurels auxquels ces élèves font face. Cette recherche prend appui sur le cadre théorique « Discrit » (Annamma et al, 2016) qui met en évidence l’interrelation entre le capacitisme et le racisme, en analysant comment l’articulation entre ces deux dimensions contribue au maintien de systèmes éducatifs inéquitables. De même, une approche méthodologique qualitative critique a été privilégiée, à travers le recours à la méthode du contre-récit (Solorzano & Yosso, 2002). Les entretiens - menés auprès de 21 intervenant.es scolaires et de 20 élèves du secondaire - ainsi que l’analyse des dossiers scolaires de ces derniers, ont principalement fait ressortir l’existence d’un décalage entre les discours des intervenant.es relatifs à leurs pratiques - perçues généralement comme inclusives, bienveillantes et bénéfiques pour les élèves - et les expériences relatées par la plupart des élèves. La majorité des élèves noir.es interrogé.es se trouvait dans l’impossibilité de participer pleinement au processus menant à leur classement en adaptation scolaire, n’ayant pas connaissance des codes et des étiquettes qui leur avaient été attribuées, ni des mesures de soutien existantes. Ils (Elles) se sentaient confronté.es à des environnements d’apprentissage perçus comme malveillants et insécures, à la négligence scolaire ainsi qu'à des formes sévères de discipline. Les résultats de l’étude suggèrent que les processus de classement en adaptation scolaire sont entachés de pratiques et de politiques racistes et capacitistes envers les enfants noir.es dont les droits éducatifs ne sont pas pleinement respectés -ces derniers étant traités comme des adultes, médicalisés et criminalisés. / While systemic racism continues to be denied in dominant political discourse in Quebec, racialized citizens and immigrants are the targets of oppressive treatment in various institutions across the province, including schools (Pierre & Bosset, 2020). This situation is particularly salient for Black students who have reported various manifestations of anti-Black racism in educational institutions (CDPDJ, 2011; Collins & Magnan, 2018; Louis, 2020). These experiences in conjunction with their concerning socio-educational portrait (Caldas et al., 2009; Livingstone & Weinfeld, 2017) and the predominant race and racism denial discourse incite a critical intersectional investigation of their school experiences. Specifically in light of their overrepresentation in special education (Mc Andrew & Ledent, 2008), this study documents Black student experiences in Quebec English schools throughout the special education placement process, and analyzes the systemic and structural barriers they encounter. A DisCrit theoretical framework guided the inquiry, as it addresses the interrelationship of ableism and racism, and how they work in tandem to maintain systems of inequity (Annamma et al., 2016). Similarly, a critical qualitative methodological approach was employed, using a counter-story method (Solorzano & Yosso, 2002). Following the analysis of interviews with 21 school board members and 20 high school students, as well as their student files, the main results showed that while school board personnel perceived most of their practices as inclusive, benevolent, and beneficial to students, the majority of the reported student experiences do not coincide. Throughout the special education placement process, Black students were prevented from accessing information and fully participating in their own special education placement processes, as the majority were unaware of the codes and labels they had been attributed, and the support measures available to them. They were exposed to perceived unwelcoming and unsafe environments, academic neglect, as well as harsh forms of discipline. The analysis of the results suggests that special education placement processes are tainted by anti-Black and ableist practices and policies that adultify, medicalized and criminalize the behaviors of Black children, while failing to fully uphold their educational rights.