What might contribute to the underrepresentation of Asian Americans in special education?

Cultural bias in the assessment process significantly contributes to the underrepresentation of Asian Americans in special education. Standardized tests and assessment procedures often reflect the language, experiences, and values of the dominant cultural group, which may not align with those of Asian American students. This disconnect can lead to an inaccurate assessment of their abilities and needs, potentially resulting in fewer referrals for special education services, despite these students possibly requiring support.

Cultural biases can significantly skew the assessment outcomes, as they might overlook the unique learning styles, language proficiency, and cultural contexts of Asian American students. This can create a scenario where a student's actual needs are not recognized or addressed, exacerbating the underrepresentation in special education programs.

While other factors, such as higher cultural expectations in academics or communication barriers with families, can play a role in shaping educational experiences and perceptions, the influence of cultural bias in assessment processes is particularly critical as it directly impacts identification and access to special education services.