Racial-Ethnic Differences in Educational Trajectories for Individuals With Cognitive Impairments: The Case of Intellectual Disability

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Abstract

Although racial-ethnic differences in educational attainment have been well-documented for the general population, they have not been well-studied among adults with intellectual disability. Using 1986-2017 National Health Interview Survey data, we examined the educational trajectories of different racial-ethnic groups among a sample of 6,739 adults with intellectual disability and 2,269,123 without intellectual disability. OLS regression models were utilized to demonstrate changes in educational attainment for birth cohorts from 1901-1999. Results from this study support the basic finding that educational attainment increased for adults with intellectual disability beginning with those born after 1940; however, this finding was only consistent among non-Hispanic Whites. Non-Hispanic Black adults with intellectual disability did not have substantial gains in attainment until the 1970s birth cohort. Despite a dip in the 1920’s, Hispanic adults with intellectual disability see a general increase in educational attainment across subsequent birth cohorts. In addition, we find that the Hispanic population with intellectual disability is over-attaining; compared to White and Black adults with intellectual disability, they have the highest degree attainment. These results provide empirical evidence that historical changes in educational attainment for adults with intellectual disability are not the same for all racial-ethnic groups. The educational trajectories of different racial-ethnic groups correspond with policies that increase access to education, which suggests that greater attention to the experiences of those who occupy multiple marginalized statuses is imperative in the research process.

Authors

• Erin Mary Bisesti, Syracuse University

• Scott D. Landes, Syracuse University