ArticleThe Sociological quarterly2018
Clarifying the Social Roots of the Disproportionate Classification of Racial Minorities and Males with Learning Disabilities.
Article in The Sociological quarterly, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
10 citing papers in PubMed.
- Adolescent Math Anxiety: Teachers' Grouping Approach at the Intersection of Multiple Student Identities.Educational policy (Los Altos, Calif.) · 2026Article
- College Outcomes for Young Adults With and Without Learning Disabilities and ADHD: Formal-Disability-Programming and Informal-Disability-Supports.The Journal of higher education · 2025Article
- Social Contributors to Differences in Math Course Attainment Among Adolescents with and without Learning Disabilities and ADHD.Social science research · 2025Article
- Cumulative Risk and Externalizing Behaviors during Infancy in a Predominantly Latine Sample.Behavioral sciences (Basel, Switzerland) · 2023Article
- The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition.Sociology of education · 2023Article
- Parental intervention in school, academic pressure, and childhood diagnoses of ADHD.Social science & medicine (1982) · 2021Article
- Article
- Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee.Journal of learning disabilitiesArticle
- Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?Journal of learning disabilitiesArticle
- Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes.Socius : sociological research for a dynamic worldArticle
Corrections and comments
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Authors and funding
1 author.
Funding
Abstract
The disproportionate placement of racial minorities and males into special education for learning disabilities (LDs) raises concerns that classifications occur inaccurately or inequitably. This study uses data from the Education Longitudinal Survey of 2002 to investigate the social etiology of LD classifications that persist into adolescence. Findings suggest the overclassification of racial minorities is largely consistent with (clinically relevant) differences in educational performance. Classifications may occur inconsistently or subjectively, with clinically irrelevant qualities like school characteristics and linguistic- immigration history independently predictive of disability classification. Finally, classifications may be partially biased, with male overclassification largely unexplained by this study's measures and racial minorities' risk of classification increased in schools with fewer minorities (the latter not statistically significant).
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.