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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 0000-0001-5128-4208), Devon Carter, Lee Kern, Chris Liang, Sarah Rosati (ORCID 0000-0002-8440-3733), Sarah Sinnott, Vivian Mui
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
FullText Text:
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PubType: Academic Journal
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  Data: Race and Gender Representation in College and Career Readiness Research for Students with Emotional Behavioral Disorders
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  Data: <searchLink fieldCode="AR" term="%22Jennifer+Freeman%22">Jennifer Freeman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5128-4208">0000-0001-5128-4208</externalLink>)<br /><searchLink fieldCode="AR" term="%22Devon+Carter%22">Devon Carter</searchLink><br /><searchLink fieldCode="AR" term="%22Lee+Kern%22">Lee Kern</searchLink><br /><searchLink fieldCode="AR" term="%22Chris+Liang%22">Chris Liang</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Rosati%22">Sarah Rosati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8440-3733">0000-0002-8440-3733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Sinnott%22">Sarah Sinnott</searchLink><br /><searchLink fieldCode="AR" term="%22Vivian+Mui%22">Vivian Mui</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. 2025 48(1):47-56.
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  Data: 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
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  Data: 10
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: Practitioners; Researchers; Policymakers
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 10.1177/21651434231211562
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  Data: 2165-1434<br />2165-1442
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Data: Yes
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1455591
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1455591
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        Value: 10.1177/21651434231211562
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 47
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Career Readiness
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Emotional Disturbances
        Type: general
      – SubjectFull: Behavior Disorders
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
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      – TitleFull: Race and Gender Representation in College and Career Readiness Research for Students with Emotional Behavioral Disorders
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              Y: 2025
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