Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

“Telling It Like It Is: The Role of Race, Class, & Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class”

0 references·16 citing·54 second hop

FromToDepth

this work references cited by second hop

References

No references inside the corpus for this window.

Cited by

2012Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability1,425 cited
2019Standing Out and Sorting In: Exploring the Role of Racial Composition in Racial Disparities in Special Education157 cited
2016The racialized construction of exceptionality: Experimental evidence of race/ethnicity effects on teachers' interventions101 cited
2024Towards a dynamic, comprehensive conceptualization of dyslexia63 cited
2012Assessing African American Students for Specific Learning Disabilities: The Promises and Perils of Response to Intervention54 cited
2020Disrupting What Passes as Inclusive Education: Predicating Educational Equity on Schools Designed for All52 cited
2022Stratified medicalization of schooling difficulties38 cited
2014PROFESSIONAL ROLES AND PRACTICES OF SCHOOL PSYCHOLOGISTS IN URBAN SCHOOLS37 cited
2018Holding Space for Literate Identity Co-Construction36 cited
2017Learning disabled students and access to accommodations: socioeconomic status, capital, and stigma29 cited
2013Educating Black Males With Dyslexia26 cited
2022Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth22 cited
2020“Just My Being Here is Self-Advocacy”: Exploring the Self-Advocacy Experiences of Disabled Graduate Students of Color

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

17 cited

2021Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes16 cited

2016Re-Framing the Master Narratives of Dis/ability Through an Emotion Lens: Voices of Latina/o Students with Learning Disabilities15 cited

2017‘Me Against the World’: Autoethnographic poetry14 cited