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Social Contributors to Differences in Math Course Attainment Among Adolescents with and without Learning Disabilities
Dara Shifrer1, Angela Frederick2, Daniel Mackin Freeman1
1Department of Sociology, Portland State University, 1721 SW Broadway Ave, Portland OR 97201, USA.
Social Science Research
|December 13, 2024
Summary
Socioeconomic factors, not disability status, significantly impact access to advanced high school math courses. Family social position and parental education are key predictors of math course attainment for all students, including those with learning disabilities (LDs) and ADHD.
Area of Science:
- Educational Psychology
- Sociology of Education
- Disability Studies
Background:
- Advanced high school math coursework is linked to positive adult outcomes.
- Limited understanding exists regarding disparities in high math course access for youth with learning disabilities (LDs) and/or Attention-Deficit/Hyperactivity Disorder (ADHD).
Purpose of the Study:
- To investigate factors influencing high math course attainment among adolescents, with a focus on disability status and socioeconomic background.
- To determine the relative importance of family social position, school-level factors, and disability support systems on math course access.
Main Methods:
- Analysis of data from approximately 20,000 adolescents from the High School Longitudinal Study of 2009.
- Statistical examination of the relationship between family socioeconomic status (SES), parental STEM degrees, disability status (LDs/ADHD), school sorting, and math course attainment.
Main Results:
- Family social position is a more significant predictor of math course attainment than formal disability programming or school-level inequities, irrespective of disability status.
- Youth from higher SES families or with parents holding STEM degrees have greater access to advanced math courses, even when controlling for prior achievement and disability status.
- Disparities in advanced math course access persist for youth with LDs and ADHD, suggesting potential disability-related stratification.
Conclusions:
- Socioeconomic factors and parental background play a crucial role in shaping access to advanced high school mathematics, often overshadowing disability-specific support systems.
- Persistent disparities for students with LDs and ADHD indicate potential issues of stratification and stigma within educational systems.
- Future research should address the mechanisms driving disability-related stratification in educational opportunities.
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