Moreover, research reveals that minority students are less likely to be mainstreamed than similarly
situated white students.
More troublingly, we also find that white teachers, who comprise the vast majority of American educators, have far lower expectations for black students than they do for similarly
situated white students.
But controlling for other factors that might put students at risk for problems at school, Paul Morgan and George Farkas find that minority students are actually less likely to receive special ed services than similarly
situated white students.