دست یابی به تحصیلات جوانان متخلف که با سیستم رفاه کودکان مواجه می شوند: بررسی تقاطع نژاد و جنسیت

Gaps in academic achievement between minority and White students are well documented in the literature. Research demonstrates that systemic inequities related to race are often the source of the achievement gap. Some reports, however, suggest that the achievement gap is not only due to racial differences, but rather the intersection of race and gender. While these reports use an intersectional approach to examine differences in educational attainment within the general population, this approach has not been tested among maltreated youth involved with the child welfare system. Using an intersectional framework, this study investigated whether race and gender alone or the intersection of race and gender predicted the educational attainment of 429 maltreated youth involved with the U.S. child welfare system. Secondary data analysis was conducted using two waves of data from the National Survey of Child and Adolescent Well-Being (NSCAW-I). After holding household poverty, maltreatment type and severity, and caregiver education constant, race and gender alone did not predict the likelihood of youth completing their education. However, when analyzing educational attainment based on the intersection of race and gender, Black males were significantly less likely to complete their education than White males, White females, and Hispanic females. These results highlight the prevalence of educational gaps for Black males who are victims of maltreatment and illustrates the importance of using an intersectional lens in maltreatment research and practice to identify such vulnerabilities.