PDF(Pubmed)
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.
摘要：
这项研究将一个交叉框架与来自2009年高中纵向研究的15,000名美国九年级学生的数据相结合，以调查青少年学习障碍状况交汇处九年级数学课程的差异，种族,和社会经济地位(SES)。描述性结果支持增加责任的观点，对于在种族和/或SES方面享有特权的青少年，学习障碍与数学课程安置之间的负相关更大。调整后的结果表明，学习障碍青年的数学课程较低的原因是由于种族和社会经济背景不同的青年过渡到高中的累积劣势，而不是与残疾相关的不平等。除了证明交叉视角的重要性之外，这项研究通过引入增加责任的新视角与广泛采用的多重边缘化视角相结合，为未来的研究提供了路线图。
