The underrepresentation of Asian-Americans in special education may result from:

The underrepresentation of Asian-Americans in special education can be attributed to a variety of factors, making the selection of all possible reasons the most comprehensive answer.

Parental reluctance to acknowledge disabilities plays a significant role in this context. Cultural attitudes towards disabilities can vary widely, and in some Asian-American communities, there might be stigma associated with disabilities or a preference for seeking support through alternative means rather than formal special education services. This reluctance can lead to fewer referrals for assessments and interventions, ultimately impacting representation.

Teacher biases towards Asian-American students can also influence the identification process. Teachers may hold certain perceptions about the abilities or behaviors of students from different cultural backgrounds. For example, stereotypes might lead to lower expectations for students or a lack of recognition of disabilities that do not manifest in typical ways. Such biases can prevent equitable assessments and consideration for special education services.

Inappropriate evaluations conducted can further exacerbate the situation. If assessments do not take into account the cultural and linguistic backgrounds of Asian-American students, this can lead to misidentification or failure to identify students who do require special education support. Evaluations that do not account for language barriers or cultural differences may overlook legitimate needs.

By acknowledging that all these factors contribute to the underrepresentation of Asian-Americans in special