U.S. Ninth Graders’ Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic Status

This study integrates an intersectional framework with data on 15,000 U.S. ninth graders from the High School Longitudinal Study of 2009 to investigate differences in ninth-grade math course placement at intersection adolescents’ learning disability status, race, and socioeconomic status (SES). Descriptive results support increased liability perspective, negative relationship between a larger for adolescents more privileged terms their race and/or SES. Adjusted suggest that lower placements youth disabilities are due cumulative disadvantage rather than disability-related inequities transition high school diverse racial backgrounds. In addition demonstrating importance perspectives, this provides roadmap future studies by introducing new perspective be used conjunction widely employed multiple marginalization.