Gender Bias and Learning Disabilities: School Age and Long Term Consequences for Females
Abstract
Gender bias in the field of learning disabilities has put females at a distinct disadvantage during their school-age years and after they leave school. It has had an effect on how females are thought about in school achievement and in their classroom behavior. Ultimately, it has meant that females are at higher risk because of lack of identification for special education services. The cumulative effects of gender bias contribute to an assortment of problems in adulthood that extend beyond the issues of learning disabilities and into broader social issues including poverty. Gender bias is also now part of the discussion of the federal welfare-towork initiative.
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