Individual, Family, and School Factors Associated With the Identification of Female and Male Students for Special Education
Document Type
Article
Publication Date
10-23-2006
Description
The purpose of this study was to investigate factors related to placement in special education for males and females. The conceptual approach included individual, family, and school characteristics believed to influence educational performance and outcomes with emphasis was given to variables for with evidence of differential effects for males and females. Using the nationally representative, longitudinal NELS-88 data set, a logistic regression model examined the extent to which individual, family, and school characteristics were differentially associated (for male and female students) with identification for special education. The model identified a variety of characteristics associated with identification for special education, but only one individual characteristic, self-concept, for which the effect was different for male and female students. Recommendations for secondary education and transition practices and research were offered- related to self-concept with respect to differences across gender, racial/ethnic, and disability status.
Citation Information
Oswald, Donald; Best, Al M.; and Coutinho, Martha J.. 2006. Individual, Family, and School Factors Associated With the Identification of Female and Male Students for Special Education. International Journal of Special Education. Vol.21(3). 120-137. https://files.eric.ed.gov/fulltext/EJ843625.pdf ISSN: 0827-3383