US Ninth Graders’ Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic Status

This study integrates an intersectional framework with data on 15,000 US 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. <br><br><br><br><br>

本研究将交叉性研究框架（intersectional framework）与源自2009年高中纵向研究（High School Longitudinal Study of 2009）的15000名美国九年级学生数据相结合，旨在探究青少年学习障碍状态、种族与社会经济地位（SES）交叉维度下的九年级数学课程分班差异。

描述性分析结果验证了责任递增视角（increased liability perspective）的合理性：学习障碍与数学课程分班之间的负相关关系，在种族和/或社会经济地位更具优势的青少年群体中表现得更为显著。

校正后的分析结果表明，学习障碍青少年的数学课程分班层级偏低，这一现象源于累积劣势（cumulative disadvantage），而非不同种族与社会经济背景青少年在升入高中阶段存在的与障碍相关的不公平性。

本研究不仅凸显了交叉性研究视角的重要价值，还引入了可与当前广泛应用的多重边缘化视角（multiple marginalization）相结合的责任递增新视角，为后续相关研究提供了清晰的研究路径指引。