Disproportionality among African American Students at the Secondary Level: Examining the MID Disability Category.
Disproportionality among African American Students at the Secondary Level: Examining the MID Disability Category.
复制标题
中学非裔美国学生比例失调：检查 MID 残疾类别。
DOI：
--
复制
发表时间：
2013
影响因子：
1
通讯作者：
Emily C. Bouck
中科院分区：
文献类型：
--
作者：
Andrea D. Jasper;Emily C. Bouck
关于非洲裔美国学生在轻度智力残疾（MID）类别中所占比例过高的关注和研究已经存在了四十多年。然而，很少有研究专门关注非裔美国学生在中学一级的比例失调。本研究分析了国家纵向过渡研究-2（NLTS 2）数据，采用组成指数和相对风险比的方法，探讨在中等水平的MID残疾类别的非洲裔美国学生的比例。此外，逻辑回归分析用于检查种族是否预测学生被确定为MID的可能性。非裔美国学生在MID的残疾类别中所占比例过高，Logistic回归结果表明种族预测了学生患MID的可能性。
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.