Dara Shifrer

Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language

The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, whereas students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. The authors use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that sociodemographic characteristics are predictive of identification with a learning disability. Although some conventional areas of disproportionality are confirmed (males and language minorities), differences in socioeconomic status entirely account for African American and Hispanic disproportionality. The discrepancy between the results of bivariate and multivariate analyses confirms the importance of employing multivariate multilevel models in the investigation of disproportionality.

Stigma of a Label: Educational Expectations for High School Students Labeled with Learning Disabilities.

Poorer outcomes for youth labeled with learning disabilities (LDs) are often attributed to the student’s own deficiencies or cumulative disadvantage; but the more troubling possibility is that special education placement limits rather than expands these students’ opportunities. Labeling theory partially attributes the poorer outcomes of labeled persons to stigma related to labels. This study uses data on approximately 11,740 adolescents and their schools from the Education Longitudinal Survey of 2002 to determine if stigma influences teachers’ and parents’ educational expectations for students labeled with LDs and labeled adolescents’ expectations for themselves. Supporting the predictions of labeling theory, teachers and parents are more likely to perceive disabilities in, and hold lower educational expectations for labeled adolescents than for similarly achieving and behaving adolescents not labeled with disabilities. The negative effect of being labeled with LDs on adolescents’ educational expectations is partially mechanized through parents’ and particularly teachers’ lower expectations.

Equity or Marginalization? The High School Course-Taking of Students Labeled With a Learning Disability

Placement of some students into the courses needed only for high school graduation and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students’ academic preparation for high school and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities.

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered nonacademic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as technology and communications courses, is associated with improved science and math course taking outcomes for students with learning disabilities. Results show that credit accumulation in technology and communications coursework uniquely benefits the science course taking, and comparably benefits the math course taking, of students identified with learning disabilities in contrast to students who are not identified with learning disabilities.

Equitable Access for Secondary English Learner Students: Course Taking as Evidence of EL Program Effectiveness.

Purpose: English learner (EL) education policy has long directed schools to address EL students’ linguistic and academic development without furthering inequity or segregation. The recent Every Student Succeeds Act reauthorization expresses a renewed focus on evidence of equity, effectiveness, and opportunity to learn. We propose that high school course taking patterns provide evidence of program effectiveness and equity in access. Research Design: Using data from the nationally representative Educational Longitudinal Study of 2002, we employ multinomial regression models to predict students’ likelihood of completing two types of high school coursework (basic graduation, college preparatory) by their linguistic status. Findings: Despite considerable linguistic, sociodemographic, and academic controls, marked disparities in high school course taking patterns remain, with EL students experiencing significantly less academic exposure. Implications for Policy and Practice: Building on McKenzie and Scheurich’s notion of an equity trap and evidence of a long-standing EL opportunity gap, we suggest that school leaders might use our findings and their own course taking patterns to prompt discussions about the causes and consequences of local EL placement processes. Such discussions have the potential to raise awareness about how educators and school leaders approach educational equity and access, key elements central to the spirit of EL education policy.

College-Going Benefits of High School Sports Participation Race and Gender Differences Over Three Decades

The long touted athlete advantage in college enrollment has been tempered by assertions that this advantage is actually due to characteristics that precede participation. Moreover, it remains unclear whether the benefits of sports extend into contemporary times and apply equally to female and racial minority athletes. This study uses three nationally representative longitudinal data sets of students who were 10th graders in 1980, 1990, and 2002. We find that high school sports participation was positively associated with college enrollment, even with the utilization of propensity score modeling, for White boys and girls, Black boys, and Latino boys and girls during the 1980s, 1990s, and 2000s. The most important gender and race differences include Black female athletes’ college-going disadvantage in the 1980s and 1990s, and girls’ persistently lower rates of high school sports participation than boys’.

Disproportionality: A sociological perspective of the identification by schools of students with learning disabilities

The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups who are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, while students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. In addition to inconsistent definitions of and criteria for diagnosing students with learning disabilities that may result in misdiagnoses, it is feared that discrimination also plays a role. We use the Education Longitudinal Study (ELS) of 2002 to describe national patterns in learning disability identification by individual- and school-level characteristics. Our results indicate that sociodemographic characteristics are predictive of being identified with a learning disability. Whereas some conventional areas of disproportionality are confirmed (males and language minorities are more likely to be identified), differences in social class entirely account for black and Hispanic disproportionality. Discrepancy between the results of bivariate and multivariate analyses reaffirms the importance of employing sophisticated methodology in explorations of disproportionality.

Family Legacy or Family Pioneer? Social Class Differences in the Way Adolescents Construct College-Going.

In an era of heightened educational expectations, it can be difficult to discern why would-be first-generation college-going adolescents are less likely to enroll in college than non-first generation adolescents. This article draws from cultural sociology to interpret differences in the way that adolescents socially construct the transition into college. Our data come from focus groups with 37 boys and 43 girls conducted in a racially diverse school district in central Texas in the United States. We find that adolescents are generally highly ambitious in their educational expectations. However, adolescents who would be the first in their family to attend college have distinctive cultural frames related to the postsecondary transition compared to adolescents whose parents went to college. Would-be first generation adolescents perceive going to college as being a family pioneer rather than continuing the family legacy, which represents a point of departure from their family of origin. Identifying distinct cultural frames and the ways that school context shapes students’ cultural frames enhances our understanding of social class differences in the college-going behavior of American adolescents.

Opposing effects of impulsivity and mindset on sources of science self-efficacy and STEM interest in adolescents

Impulsivity has been linked to academic performance in the context of Attention Deficit Hyperactivity Disorder, though its influence on a wider spectrum of students remains largely unexplored, particularly in the context of STEM learning (i.e. science, technology, engineering, and math). STEM learning was hypothesized to be more challenging for impulsive students, since it requires the practice and repetition of tasks as well as concerted attention to task performance. Impulsivity was assessed in a cross-sectional sample of 2,476 students in grades 6-12. Results show impulsivity affects a larger population of students, not limited to students with learning disabilities. Impulsivity was associated with lower sources of science self-efficacy (SSSE) scores, interest in all STEM domains (particularly math), and self-reported STEM skills. The large negative effect observed for impulsivity was opposed by “growth” mindset, which describes a student’s belief in the importance of effort when learning is difficult. Mindset had a large positive effect, which was associated with greater SSSE, STEM interest, and STEM skills. When modeled together, results suggest that mindset interventions may benefit impulsive students who struggle with STEM. Together, these data suggest important interconnected roles for impulsivity and mindset that can influence secondary students’ STEM trajectories.

Race and Disability: From Analogy to Intersectionality

Sociologists are using intersectional lenses to examine an increasingly wider range of processes and identities, yet the intersection of race and disability remains a particularly neglected area in sociology. Marking an important step toward filling this gap, the authors interrogate how race and disability have been deployed as analogy in both disability rights activism and in critical race discourse. The authors argue that the “minority model” framework of disability rights has been racialized in ways that center the experiences of white, middle-class disabled Americans, even as this framework leans heavily upon analogic work likening ableism to racial oppression. Conversely, the authors examine the use of disability as metaphor in racial justice discourse, interrogating the historic linking of race and disability that gave rise to these language patterns. The authors argue that this analogic work has marginalized the experiences of disabled people of color and has masked the processes by which whiteness and able-bodiedness have been privileged in these respective movements. Finally, the authors argue that centering the positionality of disabled people of color demands not analogy but intersectional analyses that illuminate how racism and ableism intertwine and interact to generate unique forms of inequality and resistance.