Racial-ethnic differences in educational trajectories for individuals with intellectual disability.
birth cohort
education
education policy
ethnicity
intellectual disability
race
Journal
Journal of intellectual disability research : JIDR
ISSN: 1365-2788
Titre abrégé: J Intellect Disabil Res
Pays: England
ID NLM: 9206090
Informations de publication
Date de publication:
06 2021
06 2021
Historique:
revised:
17
02
2021
received:
21
07
2020
accepted:
21
02
2021
pubmed:
20
3
2021
medline:
15
12
2021
entrez:
19
3
2021
Statut:
ppublish
Résumé
Racial-ethnic differences in educational attainment have not been explored among adults with intellectual disability (ID). Because adults with ID and racial-ethnic minority groups have been historically marginalised from educational pathways through life, they have likely experienced cumulative disadvantage. Therefore, investigating the intersection of ID and race-ethnicity is necessary to increase understanding of educational attainment among adults with ID. Using 1986-2017 National Health Interview Survey data, we examined the educational trajectories of adults with ID, stratified by race-ethnicity (N = 4610). Generalised ordered logistic regression models were utilised to estimate the effect of birth cohort on educational attainment by race-ethnicity among adults with ID. Results support prior findings that educational attainment increased for adults with ID around the 1950-1959 birth cohort; however, this was only the case for non-Hispanic Whites. For racial-ethnic minority groups, the probability of attaining a high school degree did not increase until comparatively later birth cohorts: non-Hispanic Black adults did not have their largest gains in educational attainment until the 1960-1969 birth cohort; Hispanic adults did not have their largest gains in attainment until the 1980-1999 birth cohort. This study provides evidence of improvements in educational attainment for all adults with ID across birth cohorts. However, racial-ethnic disparities were also present - educational attainment levels for non-Hispanic Blacks remained lower than for non-Hispanic Whites across all birth cohorts in the study. Hispanics were able to catch up to and surpass both non-Hispanic Whites and non-Hispanic Blacks by the end of the study period, despite lower levels of education in the early birth cohorts. Results from this study highlight the need to attend to race-ethnicity when examining educational outcomes among adults with ID.
Sections du résumé
BACKGROUND
Racial-ethnic differences in educational attainment have not been explored among adults with intellectual disability (ID). Because adults with ID and racial-ethnic minority groups have been historically marginalised from educational pathways through life, they have likely experienced cumulative disadvantage. Therefore, investigating the intersection of ID and race-ethnicity is necessary to increase understanding of educational attainment among adults with ID.
METHODS
Using 1986-2017 National Health Interview Survey data, we examined the educational trajectories of adults with ID, stratified by race-ethnicity (N = 4610). Generalised ordered logistic regression models were utilised to estimate the effect of birth cohort on educational attainment by race-ethnicity among adults with ID.
RESULTS
Results support prior findings that educational attainment increased for adults with ID around the 1950-1959 birth cohort; however, this was only the case for non-Hispanic Whites. For racial-ethnic minority groups, the probability of attaining a high school degree did not increase until comparatively later birth cohorts: non-Hispanic Black adults did not have their largest gains in educational attainment until the 1960-1969 birth cohort; Hispanic adults did not have their largest gains in attainment until the 1980-1999 birth cohort.
CONCLUSION
This study provides evidence of improvements in educational attainment for all adults with ID across birth cohorts. However, racial-ethnic disparities were also present - educational attainment levels for non-Hispanic Blacks remained lower than for non-Hispanic Whites across all birth cohorts in the study. Hispanics were able to catch up to and surpass both non-Hispanic Whites and non-Hispanic Blacks by the end of the study period, despite lower levels of education in the early birth cohorts. Results from this study highlight the need to attend to race-ethnicity when examining educational outcomes among adults with ID.
Identifiants
pubmed: 33738868
doi: 10.1111/jir.12830
pmc: PMC8105284
mid: NIHMS1690525
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Langues
eng
Sous-ensembles de citation
IM
Pagination
548-560Subventions
Organisme : NIA NIH HHS
ID : P30 AG066583
Pays : United States
Informations de copyright
© 2021 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.
Références
J Health Soc Behav. 2017 Mar;58(1):70-85
pubmed: 28661768
Am J Intellect Dev Disabil. 2018 Jul;123(4):305-314
pubmed: 29949423
Ment Retard. 2003 Dec;41(6):420-9
pubmed: 14588060
Am J Intellect Dev Disabil. 2017 Mar;122(2):192-207
pubmed: 28257241
Am J Ment Retard. 2001 May;106(3):231-52
pubmed: 11408960