Explaining the Disability Gap in Access to Postsecondary Education: The Role of Social Factors

Recent changes in the U.S. economy have made access to postsecondary education a major factor in socioeconomic success. This has led to increasing rates of college attendance. However, this trend has masked major differences across demographic groups. While researchers have focused on income and racial gaps in college enrollment, students with disabilities have also struggled to enroll relative to other students. Research on students with disabilities has often attributed this disparity to the disability rather than the social forces that tend to influence other forms of social inequality in educational attainment. Using generalized linear latent and mixed models (gllamm) on the Education Longitudinal Study, a national sample of high school students, this research attempts to understand whether, and why, students with disabilities are at a disadvantage compared with other students in the postsecondary access process (application, admissions, and enrollment). While they are less likely to attend postsecondary education upon high school graduation, it is unclear whether that is due to their disability or other factors, such as socio-demographic and academic characteristics that resemble those of other students whose educational attainment prospects are also bleak, a lack of self-determination in creating their own trajectory, or as a result of the high schools they attend, which might not have the resources and environment (i.e. academic press and student demographics) needed to help students achieve postsecondary access. We also consider whether postsecondary access for students with disabilities is associated with their experience as special education students, an experience that is institutionally imposed on most students with disabilities. Results show that for students with disabilities and those who received special education services, the likelihood of postsecondary access is heavily contingent on completing the application stage. Furthermore, although disability and the receipt of special education services plays a significant and negative role in postsecondary access, these influences are explained by differences in the academic profiles of students with disabilities relative to other students. These findings support the notion that the disability gap in postsecondary access is not just a medical phenomenon but one rooted in the social processes of being a student with a disability

From Teasing to Torment: School Climate Revisited - A Survey of U.S. Secondary School Students and Teachers

From Teasing to Torment: School Climate Revisited, A Survey of U.S. Secondary School Students and Teachers provides an in-depth look at the current landscape of bias and peer victimization as reported by students and teachers from across the nation. In addition to examining various types of bias, including those based on race/ethnicity, religion, body size, and ability, this report provides a focused look at LGBTQ issues in secondary schools. Comparing findings to a similar survey we conducted in 2005, the report discusses the progress that has been made over the past ten years, as well as highlights the challenges that remain. It also offers recommendations and strategies to improve school climate for all students.Specifically, the research report addresses:Student and teacher perceptions of school climate; Student experiences of safety, bullying, and harassment, including biased incidents based on race/ethnicity, sexual orientation, body size, gender, religion, ability, economic status, and gender expression;Teacher intervention in bullying and incidents of bias; LGBT-supportive teacher practices, such as advising GSA or including LGBT content in teaching;Teacher professional development (pre-service and in-service) in bullying, diversity, and LGBT issues; andDifferences in students' school experiences based on race/ethnicity, LGBTQ status, gender nonconformity, and geography (i.e., urbanicity, region), among others

From Teasing to Torment: School Climate Revisited - A Survey of U.S. Secondary School Students and Teachers, Executive Summary

From Teasing to Torment: School Climate Revisited, A Survey of U.S. Secondary School Students and Teachers affords us the opportunity to document the current state of safety, bias, and bullying in schools and assess potential disparities based not only on LGBTQ status, but also on race/ethnicity, sex, gender expression, and socioeconomic status. As school climate is determined not only by the existence or absence of victimization, we also explore students' experiences with school disciplinary actions and extracurricular activities, seeking to develop a more complete picture of the student experience. In addition, we again document students' access to resources that may improve school climate, such as student clubs that address LGBTQ student issues, inclusive curriculum, and anti-bullying/harassment policies. Moreover, in this report, secondary school teachers offer their perceptions on bias, bullying, and LGBTQ students' safety, and provide valuable information about the preparation they may have received to address these issues. We also document teachers' practices in regards to combating bias and supporting LGBTQ students specifically, including the potential barriers to doing so. Lastly, we offer recommendations for both further research and specific programmatic and policy strategies that may help schools reduce the risk of peer victimization, counter the damaging effects of bias, and provide safe and supportive learning environments for all LGBTQ and non-LGBTQ students alike

Explaining the Disability Gap in Access to Postsecondary Education: The Role of Social Factors

Recent changes in the U.S. economy have made access to postsecondary education a major factor in socioeconomic success. This has led to increasing rates of college attendance. However, this trend has masked major differences across demographic groups. While researchers have focused on income and racial gaps in college enrollment, students with disabilities have also struggled to enroll relative to other students. Research on students with disabilities has often attributed this disparity to the disability rather than the social forces that tend to influence other forms of social inequality in educational attainment. Using generalized linear latent and mixed models (gllamm) on the Education Longitudinal Study, a national sample of high school students, this research attempts to understand whether, and why, students with disabilities are at a disadvantage compared with other students in the postsecondary access process (application, admissions, and enrollment). While they are less likely to attend postsecondary education upon high school graduation, it is unclear whether that is due to their disability or other factors, such as socio-demographic and academic characteristics that resemble those of other students whose educational attainment prospects are also bleak, a lack of self-determination in creating their own trajectory, or as a result of the high schools they attend, which might not have the resources and environment (i.e. academic press and student demographics) needed to help students achieve postsecondary access. We also consider whether postsecondary access for students with disabilities is associated with their experience as special education students, an experience that is institutionally imposed on most students with disabilities. Results show that for students with disabilities and those who received special education services, the likelihood of postsecondary access is heavily contingent on completing the application stage. Furthermore, although disability and the receipt of special education services plays a significant and negative role in postsecondary access, these influences are explained by differences in the academic profiles of students with disabilities relative to other students. These findings support the notion that the disability gap in postsecondary access is not just a medical phenomenon but one rooted in the social processes of being a student with a disability