Dr Jacob Hibel, Sociology Purdue University: “The Complex Intersection of Generational Status, English Proficiency, and Learning Disabilities in U.S. Elementary Schools”
Compared to children of U.S.-born parents, children of immigrants are substantially underrepresented in early intervention programs for learning disabilities (LDs). By the late elementary school years, however, children of immigrants are placed in special education programs with equal or greater frequency than their third-plus generation peers. This study tests the hypothesis that U.S. public schools’ institutional norms prioritize immigrant children’s English language proficiency over other special learning needs. Findings indicate that children of immigrants’ high levels of participation in English as a Second Language programs explain their relative exclusion from early LD intervention programs. This unintended consequence of an “English first” approach to education represents an important barrier to equal learning opportunities among immigrant children with special needs.
Dr. Hibel’s research focuses on the sources and consequences of social stratification during infancy, childhood, and adolescence. He has published research on inequalities in school readiness, non-cognitive factors associated with special education placement, special education’s effectiveness, and longitudinal trends in achievement inequality in journals such as Social Forces, Sociology of Education, and Harvard Educational Review. In his current work, he examines the ways in which ethnicity, national origin, immigrant generational status, and community immigrant concentration combine to shape children’s cognitive and socioemotional development during the pre-school, elementary, and middle school years.
Jan 22, 2013
273 SS&H (bottom floor)