Disproportionality among African American Students at the Secondary Level: Examining the MID Disability Category

Autor/inn/en	Jasper, Andrea D.; Bouck, Emily C.
Titel	Disproportionality among African American Students at the Secondary Level: Examining the MID Disability Category
Quelle	In: Education and Training in Autism and Developmental Disabilities, 48 (2013) 1, S.31-40 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	African American Students; Mild Mental Retardation; Disproportionate Representation; Secondary School Students; Longitudinal Studies; Regression (Statistics); Ethnicity; Maximum Likelihood Statistics; Racial Bias; Data Analysis; Participant Characteristics; Parent Surveys; Student Surveys; School Surveys; Measurement Techniques; Interviews + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Ethnizität; Racial discrimination; Rassismus; Auswertung; Schülerbefragung; Messtechnik; Interviewing; Interviewtechnik
Abstract	Concern and research involving the overrepresentation of African American students in the category of mild intellectual disability (MID) has existed for over four decades. Yet, little research focuses exclusively on the disproportionate representation of African American students at the secondary level. This study analyzed the National Longitudinal Transition Study-2 (NLTS2) data using composition index and relative risk ratio approaches to explore the proportion of African American students in the disability category of MID at the secondary level. Additionally, logistic regression analyses were used to examine whether ethnicity predicted the likelihood of a student being identified as MID. African American students were overrepresented in the disability category of MID and logistic regression results indicated ethnicity predicted the likelihood of students having MID. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10