Department of Sociology and Aging Studies Institute, Maxwell School of Citizenship and Public Affairs, Syracuse University, Syracuse, NY, USA.
J Intellect Disabil Res. 2021 Jun;65(6):548-560. doi: 10.1111/jir.12830. Epub 2021 Mar 19.
Racial-ethnic differences in educational attainment have not been explored among adults with intellectual disability (ID). Because adults with ID and racial-ethnic minority groups have been historically marginalised from educational pathways through life, they have likely experienced cumulative disadvantage. Therefore, investigating the intersection of ID and race-ethnicity is necessary to increase understanding of educational attainment among adults with ID.
Using 1986-2017 National Health Interview Survey data, we examined the educational trajectories of adults with ID, stratified by race-ethnicity (N = 4610). Generalised ordered logistic regression models were utilised to estimate the effect of birth cohort on educational attainment by race-ethnicity among adults with ID.
Results support prior findings that educational attainment increased for adults with ID around the 1950-1959 birth cohort; however, this was only the case for non-Hispanic Whites. For racial-ethnic minority groups, the probability of attaining a high school degree did not increase until comparatively later birth cohorts: non-Hispanic Black adults did not have their largest gains in educational attainment until the 1960-1969 birth cohort; Hispanic adults did not have their largest gains in attainment until the 1980-1999 birth cohort.
This study provides evidence of improvements in educational attainment for all adults with ID across birth cohorts. However, racial-ethnic disparities were also present - educational attainment levels for non-Hispanic Blacks remained lower than for non-Hispanic Whites across all birth cohorts in the study. Hispanics were able to catch up to and surpass both non-Hispanic Whites and non-Hispanic Blacks by the end of the study period, despite lower levels of education in the early birth cohorts. Results from this study highlight the need to attend to race-ethnicity when examining educational outcomes among adults with ID.
在智力障碍（ID）成年人中，尚未探讨种族和民族差异对教育程度的影响。由于 ID 成年人和少数族裔群体在整个生命周期中都被历史上边缘化，无法接受教育，因此他们可能经历了累积劣势。因此，研究 ID 和种族-民族的交叉点对于增加对 ID 成年人教育程度的理解是必要的。
使用 1986-2017 年全国健康访谈调查数据，我们根据种族和民族（N=4610）对 ID 成年人的教育轨迹进行了研究。使用广义有序逻辑回归模型来估计出生队列对 ID 成年人教育程度的影响。
结果支持先前的研究结果，即 ID 成年人的教育程度在 1950-1959 年出生队列左右有所提高；然而，这仅适用于非西班牙裔白人。对于少数族裔群体，直到相对较晚的出生队列，获得高中学位的可能性才会增加：非西班牙裔黑人直到 1960-1969 年出生队列才取得最大的教育程度提高；西班牙裔成年人直到 1980-1999 年出生队列才取得最大的教育程度提高。
本研究为所有 ID 成年人的教育程度提供了跨出生队列提高的证据。然而，种族和民族的差异仍然存在-在整个研究期间，非西班牙裔黑人的教育程度仍低于非西班牙裔白人。尽管在早期出生队列中教育程度较低，但西班牙裔人最终能够赶上并超过非西班牙裔白人和非西班牙裔黑人。本研究的结果强调了在研究 ID 成年人的教育成果时需要关注种族和民族的必要性。
