The Latina Voice in Special Educa-tion: Classroom Behaviors, School Attitudes, and Gender Identity of Latina Students in Single-Gender Special Education Classrooms

Latina students face unique struggles and risks at school which lead to approximately 25% of Latinas leaving school by the age of 17, the highest dropout rate for any group of girls (Schnaiberg, 1998). Furthermore, Latinas receiv-ing special education services are considered to be at the highest risk for dropping out (Pitsch, 1991). Current projections indicate that approximately 26% of students with disabilities will leave high school before graduation (U.S. DOE, 2000). Factors such as incessant absences from class, frequent residential changes, and lack of language fluency contribute to this phenomenon. Single-gender environments may provide one viable option to encourage school continuance for Latina students in special education. The purpose of this qualitative research project is to determine whether measurable differences occur in classroom behaviors, school attitudes, and gender identity of Latina students with mild to moderate learning disabilities who attend single-gender or mixed-gender special education classes. The study will utilize classroom observations, focus group interviews, and individual interviews with Latina students, parents, teachers, and administrators to gather information on the impact of the programs. The goal of this study is to contribute to the body of literature investigating female minority students with disabilities.