Race and Gender Representation in College and Career Readiness Research for Students with Emotional Behavioral Disorders
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| Title: | Race and Gender Representation in College and Career Readiness Research for Students with Emotional Behavioral Disorders |
|---|---|
| Language: | English |
| Authors: | Jennifer Freeman (ORCID |
| Source: | Career Development and Transition for Exceptional Individuals. 2025 48(1):47-56. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Intended Audience: | Practitioners; Researchers; Policymakers |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Gender Differences, Racial Differences, Disproportionate Representation, College Readiness, Career Readiness, Educational Research, Emotional Disturbances, Behavior Disorders, Intervention, Elementary Secondary Education |
| DOI: | 10.1177/21651434231211562 |
| ISSN: | 2165-1434 2165-1442 |
| Abstract: | The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for U.S. students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1455591 |
| Database: | ERIC |
| Abstract: | The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for U.S. students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers. |
|---|---|
| ISSN: | 2165-1434 2165-1442 |
| DOI: | 10.1177/21651434231211562 |
