概括
具有学习障碍的青少年面临较低的数学课程安排,特别是如果他们也有特权的种族和社会经济地位. 这种差异源于累积的劣势,而不仅仅是与残疾相关的不平等.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 关于残疾人的研究.
背景情况:
- 交叉性对于理解教育差异至关重要.
- 学习障碍状态,种族和社会经济地位 (SES) 显著影响学术轨迹.
- 以前的研究往往独立地检查这些因素,忽视了它们的综合作用.
研究的目的:
- 通过交叉框架调查九年级数学课程安排的差异.
- 检查学习障碍状态如何与种族和SES在数学课程安置中的相互作用.
- 探索教育研究中的"增加责任"和"多重边缘化"的前景.
主要方法:
- 利用了来自2009年美国高中长度研究中的15,000名九年级学生的数据.
- 采用一个交叉框架来分析数学课程的安置.
- 应用描述性和调整的统计分析来检查群体差异.
主要成果:
- 学习障碍和数学课程安排之间存在负面关系,对于特权种族和SES的青少年来说,这种关系得到了放大.
- 对于学习障碍的学生来说,较低的数学课程安排是由于累积劣势造成的.
- 这些发现挑战了仅基于高中过渡期间与残疾相关的不平等的解释.
结论:
- 交叉视角对于对教育不平等的细微理解至关重要.
- "增加责任"的观点为研究累积劣势提供了新的视角.
- 未来的研究应该整合跨学科性,并考虑教育差异中的累积劣势.
关键词:
身体残疾就是残疾.关于残疾人的研究.交叉理论是交叉的理论.跨学科的跨学科性在数学上,数学是数学.数学教育的数学教育.这是一种准实验性分析.竞争 竞争 竞争 竞争回归分析回归分析.社会阶级 社会阶级 社会阶级社会经济地位 社会经济地位更多相关视频
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