Multidimensional Identities: Reconceptualizing Retention of Black Males with Learning Disabilities in Higher Education

• In Event: Sunday Roundtable Session
  In Paper Session: (re)defining Masculinities: Race, Disability, and Visibility in Higher Education

Abstract

The purpose of this study is to investigate institutional factors affecting the retention of black males with learning disabilities at a four-year institution. Using Disability Critical Race Theory as the theoretical framework, the study aims to uncover potential structural biases within academic institutions. By utilizing data from institutional research offices and conducting chi-square analyses, the study will use statistical analysis to reveal racial disparities and highlight how race and racism are embedded within the broader educational structure. This framework will help understand and highlight the social and academic disparities that create barriers for underrepresented groups. The quantitative approach is crucial for systematically analyzing numerical data to uncover patterns, relationships, and trends, offering objective and measurable insights that guide decision-making and theory development. It also plays a key role in refining policies and procedures to better support students of color with learning disabilities in higher education.

Author

• Kimberly Kristine Stanley, University of New Orleans