Postsecondary Pathways into STEM for Students with Disabilities

残疾学生进入 STEM 的高等教育途径

• 批准号: 1132028
• 负责人: Chandra Muller
• 金额: $ 39.26万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-01-01 至 2015-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1132028&HistoricalAwards=false
• 关键词: Postsecondary; Pathways; into; STEM; Students

The "Postsecondary Pathways into STEM for Students with Disabilities" is designed to investigate the effects of high school context, social and academic processes and experiences, and institutional context on pathways to postsecondary STEM success and completion of students with disabilities in STEM. Data analyses will be conducted using information from the Education Longitudinal Study (ELS) of 2002 and the 2004-2009 Beginning Postsecondary Students Longitudinal Study (BPS); these datasets follow a nationally representative sample of students as they transition from high school into adulthood and post-secondary settings. This research will focus on the diverse postsecondary educational pathways of students with and without disabilities and will address the following three question sets:I. College Preparation and the Transition into Postsecondary Education or Work: The first line of inquiry will estimate the effects of high school outcomes such as graduation, course- taking, grades, test scores, and social-psychological factors on the transition into STEM postsecondary education and work. Special attention will be paid to differences among students with disabilities depending on disability type, socioeconomic status, gender, and race/ethnicity.II. Postsecondary Pathways into STEM:The second line of investigation will look at the effects of college preparation, early college experiences, and institutional characteristics on students' postsecondary pathways into STEM. The researchers aim to identify and predict students' successful pathways through postsecondary into and through STEM fields of study. III. Postsecondary STEN Attainment:The third line of the study will investigate the impact of postsecondary experiences and institutions on the completion of STEM degrees. The research will evaluate differences in persistence and time to STEM degree or certification between students with and without disabilities. Transcript data will be used to ascertain differences in STEM literacy. Ultimately, the researchers will seek to identify the policy-relevant factors that promote successful postsecondary degree completion among students with disabilities. This project will be evaluated by an independent evaluator utilizing a logic model detailing the anticipated activities, outputs, outcomes and impact of the research. Dissemination activities will target researchers, practitioners, and advocates. Peer-reviewed journals will also advance dissemination to researchers, faculty, employers, and other stakeholders.

“残疾学生进入STEM的高等教育途径”旨在调查高中背景、社会和学术过程和经验，以及制度背景对残疾学生在STEM中获得高等教育STEM成功和完成的途径的影响。数据分析将使用2002年教育纵向研究（ELS）和2004-2009年开始的高等教育学生纵向研究（BPS）的信息进行；这些数据集跟踪了一个具有全国代表性的学生样本，因为他们从高中过渡到成年和高等教育环境。本研究将重点关注残疾和非残疾学生的各种高等教育途径，并将解决以下三个问题集：1。大学准备和向高等教育或工作过渡：第一行调查将评估高中毕业、课程、成绩、考试成绩和社会心理因素对向STEM高等教育和工作过渡的影响。特别关注残疾学生之间的差异，这取决于残疾类型、社会经济地位、性别和种族/民族。进入STEM的高等教育途径：第二项调查将着眼于大学准备、早期大学经历和机构特征对学生进入STEM的高等教育途径的影响。研究人员旨在确定和预测学生通过高等教育进入STEM领域学习的成功途径。3。高等教育水平：研究的第三部分将调查高等教育经历和机构对完成STEM学位的影响。该研究将评估残疾学生和非残疾学生在获得STEM学位或认证的坚持和时间上的差异。成绩单数据将用于确定STEM素养的差异。最终，研究人员将寻求确定促进残疾学生成功完成高等教育学位的政策相关因素。该项目将由独立的评估人员利用逻辑模型进行评估，详细说明预期的活动、产出、结果和研究的影响。传播活动将针对研究人员、从业人员和倡导者。同行评议的期刊也将促进对研究人员、教师、雇主和其他利益相关者的传播。