An Intersectional Analysis of Disproportionality: Examining Multilingual Learner Representation in Special Education

• In Event: Defending Against Inequity for Multilingual Learners: How Does Policy Implementation Impact Access to Courses/Programs?

Abstract

Traditionally, multilingual learner disproportionality in special education has been researched using a single-axis framework of relative risk that solely focuses on one social category. Such a narrow focus disregards the complexity of this phenomenon for students who are multiply marginalized due to various social categories. This study addresses this gap by adopting a QuantCrit framework for examining the extent of disparities for nuanced groups. Results showed significant disparities for some groups that would have been unknown had the focus been solely on one social category. In addition, relative ratio estimates over time did not change significantly despite new guidance in 2015. This analysis reveals nuanced differences in multilingual learner outcomes and the need for more contextualized, intersectional research on disproportionality.

Authors

• Melissa J. Cuba, University of Maine
  Presenting Author

• Michael Broda, Virginia Commonwealth University
  Presenting Author