Hidden walls: STEM course barriers identified by students with disabilities
Hidden walls: STEM course barriers identified by students with disabilities
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隐藏的墙：残疾学生发现的 STEM 课程障碍
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Jacquelyn J. Chini
中科院分区：
文献类型：
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作者：
Westley D. James;Kamryn Lamons;R. Spilka;Caroline Bustamante;Erin M. Scanlon;Jacquelyn J. Chini
从历史上看，非残疾人将残疾视为一种个人缺陷，需要对残疾人进行改变。然而，残疾活动家和残疾知识分子已经提出了一些模式，强调残疾社会结构在防止或阻碍能力连续体的平等获得方面的作用。我们使用社会关系命题（将残疾置于障碍和特定社会结构的相互作用中）来识别STEM入门课程中的残疾结构。我们对9名学生进行了采访，他们在STEM入门课程中发现了一系列障碍。我们组建了一个多元化的研究团队，并通过现象学分析来分析访谈。与会者报告了妨碍有效参与课程内容的课程障碍。这些障碍导致了时间管理的挑战以及压力和焦虑的感觉。我们讨论了支持学生更有效地参与入门STEM课程的建议。
Historically, non-disabled individuals have viewed disability as a personal deficit requiring change to the disabled individual. However, models have emerged from disability activists and disabled intellectuals that emphasize the role of disabling social structures in preventing or hindering equal access across the ability continuum. We used the social relational proposition, which situates disability within the interaction of impairments and particular social structures, to identify disabling structures in introductory STEM courses. We conducted interviews with nine students who identified with a range of impairments about their experiences in introductory STEM courses. We assembled a diverse research team and analyzed the interviews through phenomenological analysis. Participants reported course barriers that prevented effective engagement with course content. These barriers resulted in challenges with time management as well as feelings of stress and anxiety. We discuss recommendations for supporting students to more effectively engage with introductory STEM courses.
影响因子：
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作者：
Diamond, Adele
通讯作者：
Diamond, Adele