{Reference Type}: Journal Article
{Title}: U.S. Ninth Graders' Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic Status.
{Author}: Shifrer D;
{Journal}: AERA Open
{Volume}: 9
{Issue}: 0
{Year}: 2023 Jan-Dec
{Factor}: 3.427
{DOI}: 10.1177/23328584231186612
{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.