Specifically, the reception of these students was with less warmth and acceptance in comparison minority students in general education (Markova, Markova, Ti-Ten Cate, Krolak-Schwerdt, & Glock, 2016). According to the authors, exacerbation of this perception occurred when including special education services for individuals with behavioral problems such as ADHD. Teachers assessed and perceived individuals with immigrant status less favorably in comparison to individuals without that status (Markova et al., 2016). Markova et al. (2016) connects well with the idea that teachers act in ways to relieve stress in their own understanding of students who are minorities. This concept, introduced by Harber et al., (2012), discussed teachers providing more positive responses to student work. Markova et al. (2016) found teachers made conscious efforts to respond without bias toward students who are minorities. The efforts made by school staff may be motivated toward reducing the feelings of anxiety than toward bettering minority student’s educational development (Markova et al., 2016; Harber et al., …show more content…
From the literature, there are areas of growth for future consideration. The research seems to indicate minority students are subject to undue stress when understanding the school ecology (Tenenbaum and Ruck, 2007). This is influenced by the use of the dominate cultural lens to understand minority cultural practice (Epstein et al., 2005). Reschly (1981) argued that the individuals who are providing and interpreting the data might be as much at fault as the assessments themselves when examining qualification for special education services and ADHD