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The Influence of Sociodemographics and Gender on the Disproportionate Identification of Minority Students as Having Learning Disabilities

Department of Human Development and Learning at East Tennessee State University, coutinho{at}etsu.edu

Donald P. Oswald

Department of Psychiatry at Virginia Commonwealth University

Al M. Best

Department of Biostatistics at Virginia Commonwealth University

The purpose of this study was to investigate the extent of gender and race/ethnicity disproportionality among students identified as having learning disabilities (LD) and to investigate relationships between disproportionality and sociodemographic factors. Using nationally representative data collected by the U.S. Office for Civil Rights, this study examined the effects of gender, ethnicity, and sociodemographic factors on the proportion of students who are identified as having LD. Results indicated a clear association between ethnicity and gender and the odds of being identified as a student with LD. Sociodemographic factors for a school district were also found to be strongly associated with the proportion of students identified as having LD. A logistic regression model that included the nine sociodemographic variables, gender, and race, was significantly better at predicting LD identification than a model that included sociodemographic predictors alone. Adjusted odds ratios illustrated how the likelihood of identifying LD changes when sociodemographic influences are taken into account. Findings indicated that both individual student characteristics and district sociodemographic characteristics are important in determining the likelihood of LD identification and that the impact of the sociodemographic characteristics is different for each of the gender-ethnicity groups.

Remedial and Special Education, Vol. 23, No. 1, 49-59 (2002)
DOI: 10.1177/074193250202300107


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