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'Comfortability Comes from Seeing People Like You in Positions of Power': Experiences of Special Education Teachers of Color

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Title: 'Comfortability Comes from Seeing People Like You in Positions of Power': Experiences of Special Education Teachers of Color
Language: English
Authors: Naima Bhana-Lopez (ORCID 0000-0003-2031-1925), Jordan M. Lukins, Mary Rose Sallese (ORCID 0000-0002-4995-0440), Elyse Calhoun
Source: Remedial and Special Education. 2026 47(3):227-240.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Special Education Teachers, Minority Group Teachers, Preservice Teacher Education, Teacher Persistence, Teacher Recruitment, Elementary Secondary Education, Affordances, Barriers
DOI: 10.1177/07419325241305589
ISSN: 0741-9325
1538-4756
Abstract: Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander's prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 U.S. participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504354
Database: ERIC
FullText Text:
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  Data: 'Comfortability Comes from Seeing People Like You in Positions of Power': Experiences of Special Education Teachers of Color
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Naima+Bhana-Lopez%22">Naima Bhana-Lopez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2031-1925">0000-0003-2031-1925</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jordan+M%2E+Lukins%22">Jordan M. Lukins</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Rose+Sallese%22">Mary Rose Sallese</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4995-0440">0000-0002-4995-0440</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elyse+Calhoun%22">Elyse Calhoun</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2026 47(3):227-240.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Recruitment%22">Teacher Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Data: 10.1177/07419325241305589
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  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander's prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 U.S. participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.
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  Data: 2026
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        Value: 10.1177/07419325241305589
    Languages:
      – Text: English
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      Pagination:
        PageCount: 14
        StartPage: 227
    Subjects:
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Teacher Recruitment
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Affordances
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      – SubjectFull: Barriers
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      – TitleFull: 'Comfortability Comes from Seeing People Like You in Positions of Power': Experiences of Special Education Teachers of Color
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            NameFull: Naima Bhana-Lopez
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            NameFull: Jordan M. Lukins
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            NameFull: Mary Rose Sallese
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              M: 06
              Type: published
              Y: 2026
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              Value: 47
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