The Relationship Between Social Privilege and Postsecondary Education for Individuals With Intellectual Disabilities

• In Event: Reimagining Our Limits: Addressing Barriers to College Access for Students With Intellectual Disability

Abstract

Overview: Inclusive postsecondary education (IPSE) programs have expanded broadly across the United States over the past decade. While IPSE programs provide an opportunity to increase community-based options for individuals with ID, questions remain whether the IPSE programs are providing these services equitably regardless of social privilege, the advantage that an individual is granted based on a preferred status or rank such as gender or race

The purpose of this presentation is to present the results of a study on the relationship between social privilege and IPSE enrollment for individuals with ID. Results indicated that social privilege related to an individual’s race and socioeconomics played a significant role in predicting IPSE enrollment. Implications for practice, policy and research will highlight how systems can support a more equitable process for IPSE enrollment.

Objectives or purposes: What is the nature of the relationship between social privilege and postsecondary enrollment for individuals with intellectual disabilities?

Perspective(s) or theoretical framework: Increasing access to IPSE is an important step in creating community-based employment opportunities, but questions remain whether the advancement in IPSE over the prior decade has provided benefits equitably. For example, previous research has highlighted that race (Cahalan et al., 2020), low-income status (Cahalan et al., 2020; Torraco, 2018), homelessness (Rosenberg & Kim, 2017), foster care utilization (Sarubbi, Parker, & Sponsler, 2016), and Medicaid enrollment (Cohodes, Grossman, Kleiner, & Lovenheim, 2016) can potentially predict the likelihood of an individual, without ID, to enroll in postsecondary education. These demographics characteristics are related to an individuals’ social privilege, which is the advantage someone receives based on a preferred status or rank (Black & Stone, 2005).

Methods, techniques, or modes of inquiry: Descriptive statistics, analysis of variance, and chi-square tests of association provided description of the population. Hierarchical linear modeling was utilized to assess relationships between IPSE enrollment and social privilege while accounting for the differences across state service providers.

Data sources, evidence, objects, or materials: A series of analyses were conducted utilizing data from the Rehabilitation Services Administration, a key partner with many IPSE programs, to determine the extent to which social privilege shares a relationship with IPSE enrollment.

Results and/or substantiated conclusions or warrants for arguments/point of view: The purpose of this study was to gain a better understanding of how social privilege may share a relationship with IPSE enrollment for individuals with ID. Results indicated that social privilege related to race and socioeconomics shared a significant relationship with IPSE enrollment, consistent with prior literature studying other populations.

Scientific or scholarly significance of the study or work: Taken together, these findings indicate that future research and policymaking should strongly consider how social privilege impacts the transition for individuals with ID.

Author

• John Andresen, Indiana University - Bloomington