Postsecondary Pathways into STEM for Students with Disabilities

《残疾学生升入STEM的途径》旨在调查高中背景、社会和学术过程和经历以及机构背景对残疾学生在STEM取得成功和完成STEM的途径的影响。将利用2002年教育纵向研究(ELS)和2004-2009年初学后学生纵向研究(BPS)的信息进行数据分析；这些数据集跟踪具有全国代表性的学生从高中过渡到成人和中学后环境的样本。这项研究将侧重于残疾学生和非残疾学生不同的中学后教育途径，并将解决以下三组问题：1.大学准备和过渡到中学后教育或工作：第一个调查将评估高中成绩，如毕业、选课、成绩、考试成绩和社会心理因素对过渡到STEM中学后教育和工作的影响。将特别关注残疾学生在残疾类型、社会经济地位、性别和种族/民族方面的差异。ii.进入STEM的中学后途径：第二条调查线将考察大学准备、早期大学经历和机构特征对学生进入STEM的途径的影响。研究人员的目标是确定和预测学生在中学后进入STEM学习领域并通过STEM学习领域的成功途径。中学以上学历：研究的第三条线将调查中学后经历和院校对STEM学位完成情况的影响。这项研究将评估残疾学生和非残疾学生在获得STEM学位或认证的坚持性和时间上的差异。将使用成绩单数据来确定STEM识字能力的差异。最终，研究人员将寻求确定促进残疾学生成功完成中学后学位的政策相关因素。该项目将由一名独立评价员进行评价，该评价员利用一个逻辑模型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、实践者和倡导者。同行评议的期刊还将促进向研究人员、教师、雇主和其他利益相关者的传播。

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.