Racial/Ethnic, and Gender Disparities Among Individuals with Functional Limitations in Educational Attainment

Background: Disability — measured by functional impairment — is an important indicator of total morbidity and quality of life. Previous research has shown that racial/ethnic, and gender disparities persist to a greater or lesser degree at progressively higher levels of educational attainment. Functional status, when measured as the reported ability to carry out major tasks of daily living, is a significant contributor to quality of life and is highly predictive of subsequent morbidity and mortality. Few studies have examined the relationship between functional status and educational attainment. The aim of the project is to examine the relationship between functional status and educational attainment, as moderated by race/ethnicity and gender from ages 18 to 44.

Method: This secondary analysis examined 103,004 individuals who self-reported to having a functional limitation using the 2014 Behavioral Risk Factor Surveillance System, a nationally representative health survey in the United States that looks at health behavior risk factors. Descriptive, bivariate, and binary logistic regression analyses were conducted using SAS version 9.4 to assess the relationships between functional limitation and educational attainment controlling for other variables.

Results: About 3% individuals reported to having a functional limitation and about 39% individuals had earned a college degree. Individuals who reported to having a functional limitation were 20% (OR=0.80; CI=0.79-0.80) more likely to not obtain a college degree controlling for socioeconomic, health, and social support factors. Women with functional limitations were 11% times (OR=1.11; CI=1.11-1.12) more likely to obtain a college degree compared to other variables controlling for socioeconomic, health, and social support factors. Hispanics with functional limitations were 48% (OR=1.48; CI=1.49-1.50) more likely to obtain a college degree compared to others controlling for socioeconomic, health, and social support factors. African Americans with functional limitations 14% (OR=0.86; CI=0.84-0.87) were less likely to obtain a college degree compared to others controlling for socioeconomic, health, and social support factors. In a sub analysis, American Indians/Alaska Natives (n=2,535) with functional limitations were 60% (OR=1.60; CI=1.54-1.66) more likely to obtain a college degree compared to others controlling for socioeconomic, health, and social support factors. Overall, functional limitations have a significant impact on educational attainment for individuals who are 18 to 44 years old.

Implications: The present study points to the importance of exploring and expanding the role of rehabilitation and assessable services among younger populations. Findings support the need for policies that protect and promote human capital development among individuals with functional limitations. Further, social workers need to be ADA-literate, especially those in the educational and health services, so they can advocate effectively for students dealing with complex issues of disability. Ultimately, we need enhance the role and skills of social workers embedded in educational institutions and medical treatment teams in order to improve educational, health, and mental health outcomes and to promote efficient use of health and educational services.