found that once these students have been placed in a more restrictive environment, they are generally not returned to the less-restrictive educational environment from which they came, thus rendering the restrictions effectively permanent (Cartledge, 2005, p. 28). The long-term consequences of this inequity can include "lower rates of graduation, employment, independent living, and secondary education, as well as lower wages and higher arrest rates compared to nondisabled peers and disabled White peers" (Affleck, Edgar, Levine, & Kortering, 1990; Losen & Wellner, 2001, as cited in Sullivan, A'Vant, Baker, Chandler, Graves, McKinney, & Sayles, 2009). In addition, African American students inappropriately relegated to special education programs can become underachievers due to lower teacher expectations of them. They are almost certain to see themselves in a more negative light, as disabled-even though they are not-or as "stupid." Thus, this unfair placement in special education can severely affect their self-confidence and self-image, as well as their beliefs about their ability to excel in school.
Some plausible solutions to the representation of minorities in special education include an examination of why minorities are unfairly placed in such programs.
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