The Dirty Dozen: Systemic Barriers Affecting Mexican-Origin Students in Gifted and Talented Education, Special Education, and School Discipline
Year: 2026
Type: article
Abstract: Mexican-origin P-12 students are among the most underrepresented groups in gifted and talented education while experiencing disproportionate special education placement and school discipline. These disparities reflect a shared architecture of systemic inequity comprising twelve interlocking barriers. Drawing on Ford’s (1996) “Dirty Dozen” framework, this conceptual and analytical article examines these barriers across gifted education identification, special education referral and classification, and school discipline. Ford’s (2013) Equity Index (80% Rule), adapted from the Equal Employment Opportunity Commission, is applied across domains, supplemented by language-based equity metrics for English learners and bilingual students. Culturally responsive education, the Bloom-Banks Matrix, deficit thinking, and LatCrit ground the framework. Tiered recommendations address researchers, practitioners, administrators, and policymakers.
Source: Journal of Latinos and Education
Author: James Martínez
Institution: Valdosta State University
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7203765699