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Stigma and stratification limiting the math course progression of adolescents labeled with a learning disability
ARTICLE

Learning and Instruction Volume 42, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Learning disability (LD) designations may produce stigma by masking the real causes of learning differences, altering perceptions, and legitimizing stratification. This study uses data on adolescents and their teachers from The Education Longitudinal Study of 2002 to show the negative effect of LD designations on adolescents' math course attainment is partially mediated by disparities in adolescents' earlier math course placements, and teachers' more negative attributions and expectations. Results indicate addressing low achievement through LD designations may reproduce disadvantage through stigma and stratification.

Citation

Shifrer, D. (2016). Stigma and stratification limiting the math course progression of adolescents labeled with a learning disability. Learning and Instruction, 42(1), 47-57. Elsevier Ltd. Retrieved August 16, 2022 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2015.12.001

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