Stigma and Stratification Related to the Learning Disability Label: High School Students’ Progression Through Math Coursework

• In Event: Mind the Gaps: Educational Stratification by Race/Ethnicity and Ability/Disability

Abstract

Problems of perception and methodology have limited investigation of whether the poorer outcomes of students with a learning disability (LD) label are attributable to their own deficiencies or stigma related to the label. Data from The Education Longitudinal Study of 2002 shows that students with an LD label are placed into lower levels of math than similarly achieving students without a disability label. In contrast to similarly achieving and behaving students without a disability label, math teachers hold lower educational expectations for students with an LD label, and are more likely to attribute their poor performance to disability. Suggesting stigma, the negative effects of LD labels on end of high school math course attainment are partially mechanized through these factors.

Author

• Dara Renee Shifrer, Rice University - Kinder Institute