Overrepresentation of Immigrants in Special Education / Die Überrepräsentation von MigrantInnen in der Sonderpädagogik

Researcher Position 62 4.5.3 Theoretical Sensitivity 63 4.5.4 The Use of Literature in Grounded Theory 65 5 Data and Data Collection 67 5.1 Data and Data Collection in Grounded Theory 67 5.2 Research Site 67 5.3 Otherness versus Nativity 68 5.4 Research Settings 68 5.5 Research Speech 69 5.6 Population and Sampling 70 5.6.1 Criteria for Participation 70 5.6.2 Sampling 71 5.7 Participants 73 5.8 Instrument 75 5.8.1 Intensive Interviews 75 5.9 Data Collection Process 77 5.9.1 Conducting Intensive Interviews 77 5.9.2 Individual Interviews 80 5.9.3 Focus Group Meeting 80 5.10 Importance of Narration 81 5.11 Asking Questions 83 5.11.1 Closed Questions 83 5.11.2 Open Questions 83 5.12 Writing 84 5.12.1 Field Notes 84 5.12.2 Memos 85 5.13 Documents 86 5.14 Language 87 5.15 Collected Data 88 5.16 Ethical Consideration 88 5.17 Problems Encountered in the Data Collection Phase 89 6 Data Analysis and Quality Check 91 6.1 Analysis in Grounded Theory 91 6.2 Data Management and Analysis 92 6.3 Grounded Theory Coding 92 6.3.1 Initial Coding 93 6.3.2 Constant Comparison 95 6.3.3 Focused Coding 95 6.3.4 Theoretical Sampling 98 6.3.5 Categories 99 6.3.6 Theoretical Coding 101 6.3.7 Outliers 103 6.3.8 In Vivos 103 6.3.9 Theoretical Saturation 103 6.3.10 Theoretical Sorting, Diagramming, Integrating 104 6.3.11 Generating a Theory 104 6.4 Research Question Revisited 106 6.5 Research Design Revisited 106 6.6 Quality of the Study 107 6.7 Presentation of the Research Findings 110 7 Categories from Different Perspectives 113 7.1 Research Questions 113 7.2 Collected Data 113 7.3 Participants 114 7.3.1 Parents 114 7.3.2 Teachers 114 7.3.3 Psychologists 114 7.3.4 School Directors and School Inspector 115 7.4 Initial Codes 116 7.5 Categorizing Process 116 7.6 Memoing 117 7.7 Theoretical Codes 118 7.8 Categories 118 7.9 Parents¿ Categories 119 7.9.1 Rejecting Special Education 120 7.9.2 Taking over the Responsibility 123 7.9.3 In a Battlefield 126 7.9.4 Disassociation 128 7.9.5 Summary for Meaning of the Special Education Referral for Parents 132 7.10 Teachers¿ Categories 132 7.10.1 An Obscure Journey 133 7.10.2 Regretful Accomplice 137 7.10.3 Passing the Ball 140 7.10.4 Conditional Trust 143 7.10.5 Summary for the Meaning of Special Education Referral for Teachers 144 7.11 Psychologists¿ Categories 145 7.11.1 There to Test 145 7.11.2 Summary for the Meaning of Special Education Referral for Psychologists 147 7.12 School Inspector and Directors¿ Categories 147 7.12.1 Proving Prominence 147 7.12.2 Prominent but Neutral 149 7.12.3 Summary for the Meaning of Special Education Referral for Directors 150 8 Defining the Core Category 151 8.1 Core Category 151 8.2 The Core Category `Disassociation¿ 151 8.2.1 Ways of Disassociation 152 8.2.2 Disassociation and Parents 153 8.2.3 Disassociation and Teachers 154 8.2.4 Disassociation and School Psychologists 155 8.2.5 Disassociation and School Directors and Inspector 156 8.3 Process of Disassociation 157 9 Theory Generation 159 9.1 Brief Revisit to Research Process 159 9.2 From Categories to Theory 159 9.3 Core Category `Disassociation¿ 161 9.4 Relating Participant Groups 162 9.4.1 Reciprocity 162 9.4.2 Involvement of the Parents and Externals 163 9.4.3 Suspicion in the Process 165 9.4.4 Ambiguity 166 9.5 Developing a Theory 167 9.6 Theory `Building on Mutual Distrust¿ 168 9.6.1 Distrust by Parents 168 9.6.2 Distrust by Teachers 169 9.6.3 Distrust by School Directors and the Inspector 170 9.6.4 Distrust by School Psychologists 170 9.6.5 Place of Mutual Distrust 171 9.6.6 Extended Mutual Distrust 172 9.6.7 Theory `Building on Mutual Distrust¿ 175 9.6.8 Summary 177 10 Discussion 179 10.1 Educational Equity 179 10.2 Special Education and Immigrants 180 10.3 Language and Employment 181 10.4 Embeddedness in Social Group 183 10.5 Family Involvement 185 10.6 Power in School 187 10.7 Trust in School 189 10.8 Institutional Discrimination 190 10.9 Cultural Responsiveness 191 10.10 Gender and Religion 192 11 Conclusion 193 11.1 Review of the Study 193 11.2 Review of the Findings 194 11.3 Conclusion of the Study 196 11.4 Implications of the Study 197 11.5 Critical Reflections 198 Directories 201