My Journey Through Special Education to Social Advocacy

By Christopher Singh | Jun 16, 2025, at 11:30 p.m. EDT

A photograph by Christopher Singh shows Singh looking at his academic performance taken in The Bronx. 

When I arrived at college, one of the most fascinating subjects that piqued my interest was anthropology and sociology. While majoring in anthropology, much of my work was rooted in both disciplines. As part of my elective courses, I took several sociology classes. My first sociology course was called “Education and Society,” where I explored the deep racism and discrimination that sociologists often refer to as institutional racism—racism embedded in the very framework of the education system.

For example, I have long been interested in special education, as I was a special education student myself. When I was in the education system, I knew nothing about anthropology and sociology; it was at Lehman College that I discovered my love for both subjects. I have often written about my experiences in special education and my observations during high school.

We must confront and eradicate the racism rooted in our education system through advocacy and collective action.

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The Anthropology of Education Inequality in The Bronx

By Christopher Singh | Jun 17, 2025, at 9:40 p.m. EDT

Background: History of Segregation in 20th Century U.S.

The landmark Supreme Court case Brown v. Board of Education of Topeka in 1954 overturned the earlier ruling of Plessy v. Ferguson, declaring that separate schools are “inherently unequal.” This decision led to the desegregation of public schools across America.

History of Segregation in the 21st Century

In contemporary times, segregation persists, particularly through tracking, which results in many African American and Latinx students being placed in low-level classes. This system reveals a clear connection between tracking and race. While there isn’t a direct correlation between tracking and students with Individualized Education Programs (IEPs), I noticed a connection between tracking and disability during my time as a public school student.

Segregation in Public Schools in New York

New York has the most segregated schools for African American students in the United States.

Segregation in Public Schools in California

California has the most segregated schools for Latinx students in the U.S.

Segregation in Public Schools in New York City

In New York City and throughout U.S. public schools, the term “general education” is used to describe students deemed “academically advanced.” However, this terminology is now considered outdated.

The New York City public school system faces significant challenges related to special education, including discrimination, criminalization, and labeling—concepts referred to by sociologists as “labeling theory.” Moreover, Black and Brown students often confront discrimination and are frequently subjected to criminalization.

Historically, special education has been separated from general education, resulting in distinct classrooms, separate exam rooms for Regents exams or other standardized tests, and exclusive access to special services such as speech therapy and additional support.

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The purpose of this paper is to examine the educational inequality between special education students and general education students at a public high school in the Bronx, New York City. While this study was conducted at only one public high school from the school years 2016-2020, it further demonstrates that educational inequality exists between special education and general education students. Additional studies are needed to determine whether educational inequality is a citywide issue. This research focuses solely on one public school. The study was conducted while the author was a high school student, based on observations of his classmates.

Keywords: Education inequality; special education students; general education students

Observation: Special Education Students (IEPs)

1. “Young Adult Borough Centers” (YABCs) or “District 79” which is “Alternative Schools.”
2. Special education students are more likely to go through the metal detector more than two times (school-to-prison pipeline).
3. More likely to hand-in their phone.
4. More likely to get into trouble with their teacher or other school personnel.
5. More likely to be labeled by their parents, teachers, principals, assistant principals, and other school personnel.
6. Special education students are more likely to be segregated.
7. Advanced Placement (AP) art classes.
8. Scaffolding worksheets (SW).
9. “Responsibility awards.”
10. Less likely to be valedictorian and salutatorian.
11. 2-year colleges or trade or vocational programs.
12. Associate degree or Certified Nursing Assistant (CNA).

Observation: General Education Students Identified as “Academically Advanced”

1. “Standard High Schools” or “Specialized High Schools.”
2. General education students only have to go through the metal detector once, which reduces the likelihood of them being caught in the school-to-prison pipeline.
3. Less likely to hand-in their phone. 
4. Less likely to get into trouble with their teacher or other school personnel. 
5. Less likely to be labeled by their parents, teachers, principals, assistant principals, and other school personnel.
6. General education students are less likely to be segregated. 
7. Advanced Placement (AP) biology classes.  
8. Non- scaffolding worksheets (NSW). 
9. Science, Technology, Engineering, and Mathematics (STEM) awards. 
10. More likely to be valedictorian and salutatorian. 
11. 4-year private or public colleges. 
12. Bachelor degree. 

Participant observation was conducted by Christopher Singh while attending a public high school in The Bronx, New York City from 2016 to 2020 school years, focusing on special education students (IEPs) and general education students who are academically advanced.

In conclusion, general education students tend to experience less discrimination, criminalization, and labeling compared to special education students. In contrast, special education students often face increased discrimination, criminalization, and labeling from their parents, teachers, principals, assistant principals, and other school personnel.

We need to implement solutions to the problems at hand. First, we should eliminate metal detectors in New York City public schools, as this could reduce the likelihood of students getting caught in the school-to-prison pipeline. Additionally, we must confront and eradicate the racism that is ingrained in our education system through advocacy and collective action. Our education system is designed in a way that discriminates against Black, Brown, and disabled students. We must address these issues directly through advocacy and collective efforts.