JOURNAL ARTICLE

Race and Gender Representation in College and Career Readiness Research for Students With Emotional Behavioral Disorders.

  • Published In: Career Development & Transition for Exceptional Individuals, 2025, v. 48, n. 1. P. 47 1 of 3

  • Database: Education Source Ultimate 2 of 3

  • Authored By: Freeman, Jennifer; Carter, Devon; Kern, Lee; Liang, Chris; Rosati, Sarah; Sinnott, Sarah; Mui, Vivian 3 of 3

Abstract

This article examines the representation and effectiveness of college and career readiness (CCR) intervention research for U.S. students with emotional and behavioral disorders (EBD) across race and gender groups. A secondary analysis of 14 intervention studies found that while most reported participant race (86%) and all reported gender within a binary framework, study samples were disproportionately White and female compared to the broader EBD population, which is more likely to be Black and male. Few studies provided school or district demographic context, and only two analyzed intervention outcomes by race, limiting understanding of differential effectiveness. The findings highlight the need for more inclusive research practices, intersectional analyses, and culturally responsive interventions to ensure equitable CCR outcomes for students with EBD.

Additional Information

  • Source:Career Development & Transition for Exceptional Individuals. 2025/02, Vol. 48, Issue 1, p47
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2025
  • ISSN:21651434
  • DOI:10.1177/21651434231211562
  • Accession Number:181945444
  • Copyright Statement:Copyright of Career Development & Transition for Exceptional Individuals is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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