Date of Award

5-12-2026

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Rebecca Stephenson

Second Advisor

Megan Atkins

Third Advisor

Tamara Jackson

Abstract

This study explored how middle school principals understand and support students of color with disabilities (SOCWD) on comprehensive school campuses. This topic is deeply personal and professional, shaped by my experiences as a mother, special education teacher, and district leader who has witnessed ongoing challenges in how schools serve students with disabilities, especially Black and Brown students. Guided by Disability Critical Race Theory (DisCrit; Annamma et al., 2013) and Social Justice Leadership (Theoharis, 2007), this study examined how race and disability intersect in school systems and influence leadership decisions, practices, and access to opportunity. Using a qualitative approach, I conducted semi-structured interviews with nine middle school principals in Southern California. Findings revealed that while principals generally want to support all students, many feel unprepared to lead special education effectively. Participants identified barriers such as limited training in administrative credential programs, bias in referral and assessment practices, and systems that unintentionally lower expectations or restrict access for SOCWD. At the same time, principals described moments of reflection, advocacy, and efforts to challenge inequities within their schools. This study highlights the gap between principals’ intentions and their preparation, as well as the need for stronger training, ongoing professional development, and leadership grounded in equity and inclusion. Ultimately, the findings call for a shift in how administrators are prepared and supported to lead for all students, especially those at the intersection of race and disability.

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