Published In
AERA Open
Document Type
Article
Publication Date
8-2023
Subjects
Disability -- disability studies, Intersectional theory
Abstract
This study integrates an intersectional framework with data on 15,000 U.S. ninth graders from the High School Longitudinal Study of 2009 to investigate differences in ninth-grade math course placement at the intersection of adolescents’ learning disability status, race, and socioeconomic status (SES). Descriptive results support an increased liability perspective, with the negative relationship between a learning disability and math course placement larger for adolescents more privileged in terms of their race and/or SES. Adjusted results suggest that the lower math course placements of youth with learning disabilities are due to cumulative disadvantage rather than disability-related inequities in the transition to high school for youth of diverse racial and socioeconomic backgrounds. In addition to demonstrating the importance of intersectional perspectives, this study provides a roadmap for future studies by introducing the new perspective of increased liability to be used in conjunction with the widely employed perspective of multiple marginalization.
Rights
Copyright (c) 2023 The Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Locate the Document
DOI
10.1177/23328584231186612
Persistent Identifier
https://archives.pdx.edu/ds/psu/40711
Citation Details
Shifrer, D. (2023). US Ninth Graders’ Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic Status. AERA Open, 9, 23328584231186612.