在学习障碍和ADHD的青少年中,在数学课程中取得的成绩差异的社会贡献者
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
概括
社会经济因素,而不是残疾状况,显著影响到高级高中数学课程的获取. 家庭的社会地位和父母的教育是所有学生的数学课程成就的关键预测因素,包括那些有学习障碍 (LDs) 和多动症的学生.
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:
- 高中高级数学课程与积极的成年结果有关.
- 对于学习障碍 (LDs) 和/或注意力缺陷/多动症障碍 (ADHD) 的年轻人获得高数学课程的差异存在有限的理解.
研究的目的:
- 调查影响青少年高数学课程成绩的因素,重点关注残疾状况和社会经济背景.
- 确定家庭社会地位,学校层面因素和残疾人支持系统在数学课程访问方面的相对重要性.
主要方法:
- 分析了2009年高中长度研究中约2万名青少年的数据.
- 统计检查家庭社会经济地位 (SES),父母的STEM学位,残疾状态 (LDs/ADHD),学校排序和数学课程成绩之间的关系.
主要成果:
- 家庭的社会地位是数学课程取得的更重要的预测因素,而不是正式的残疾计划或学校层面的不平等,无论残疾状况如何.
- 来自高SES家庭或父母拥有STEM学位的年轻人更容易获得高级数学课程,即使在控制先前的成绩和残疾状态时也是如此.
- 对于患有LD和ADHD的年轻人来说,高级数学课程访问的差异仍然存在,这表明潜在的残疾相关分层.
结论:
- 社会经济因素和家长的背景在塑造对高中数学高级课程的准入方面发挥着至关重要的作用,往往掩盖了残疾专用支持系统.
- 对于患有LD和ADHD的学生来说,持续存在的差异表明在教育系统中存在潜在的分层和耻辱问题.
- 未来的研究应该解决驱动残疾相关分层在教育机会的机制.
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