Title: Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability
In this blog, we examine STEM teacher education as a means of broadening the equity lens to regularly include disability. We invite you to be co-learners with us. Some of you may be new to this topic; others may be experts. We need ALL of you. Normalizing the conversation around disability in STEM will benefit each of us and the teachers and students with whom we work. more »« less
In this blog, we examine STEM teacher education as a means of broadening the equity lens to regularly include disability. We invite you to be co-learners with us. Some of you may be new to this topic; others may be experts. We need ALL of you. Normalizing the conversation around disability in STEM will benefit each of us and the teachers and students with whom we work.
Schneiderwind, J.(
, New Perspectives in Science Education 2021 Conference Proceedings)
We are not experts in this field. We are learners. We are a group of a teacher education professor and three future teachers focused on STEM equity, and who have become painfully aware of the exclusion of disability from discussions on equitable STEM teaching and learning in the United States. This paper is a review of the literature experiences of learners with disabilities. We examine the underrepresentation of people with disabilities in STEM fields through the lenses of STEM, disability, and education. Our goal is to encourage other educators and researchers to broaden their equity lenses to regularly include disability, rather than viewing it as an issue siloed to special education and disability studies. We write this paper with the hope of inviting you to be co-learners and co-teachers with us in normalizing the conversation around disability.
Schneiderwind, Joseph; Johnson, Janelle M.; Clifton, Adrian; Bourelle, Kimberlee(
, New Perspectives in Science Education 2021 Conference Proceedings)
null
(Ed.)
We are not experts in this field. We are learners. We are a group of a teacher education professor and three future teachers focused on STEM equity, and who have become painfully aware of the exclusion of disability from discussions on equitable STEM teaching and learning in the United States. This paper is a review of the literature experiences of learners with disabilities. We examine the underrepresentation of people with disabilities in STEM fields through the lenses of STEM, disability, and education. Our goal is to encourage other educators and researchers to broaden their equity lenses to regularly include disability, rather than viewing it as an issue siloed to special education and disability studies. We write this paper with the hope of inviting you to be co-learners and co-teachers with us in normalizing the conversation around disability.
McCall, Cassandra; Paretti, Marie C.; Shew, Ashley; Simmons, Denise R.; McNair, Lisa D.(
, American Society for Engineering Education Annual Conference)
Disabled people continue to be significantly underrepresented and marginalized in engineering. Current reports indicate that approximately 26 percent of US adults have some form of disability. Yet only 6 percent of undergraduate students enrolled in engineering programs belong to this group. Several barriers have been identified that discourage and even prohibit people with disabilities from participating in engineering including arduous accommodations processes, lack of institutional support, and negative peer, staff, and faculty attitudes. These barriers are perpetuated and reinforced by a variety of ableist sociocultural norms and definitions that rely on popularized tropes and medicalized models that influence the ways this group experiences school to become engineers.
In this paper, we seek to contribute to conversations that shape understanding of disability identity and the ways it is conceptualized in engineering programs. We revisit interview data from an ongoing grounded theory exploration of professional identity formation of undergraduate civil engineering students who identify as having one or more disabilities. Through our qualitative analysis, we identified overarching themes that contribute to understanding of how participants define and integrate disability identity to form professional identities and the ways they reshape and contribute to the civil engineering field through this lens. Emergent themes include experiencing/considering disability identity as a fluid experience, as a characteristic that ‘sets you apart’, and as a medicalized symptom or condition. Findings from this work can be used by engineering educators and administrators to inform more effective academic and personal support structures to destigmatize disability and promote the participation and inclusion of students and colleagues with disabilities in engineering and in our academic and professional communities.
Das, Meenakshi; Lee, Sarah; Lineberry, Litany; Barr, Chase(
, 1st Annual Conference of CoNECD-Collaborative Network for Engineering and Computing Diversity)
With the disparity in the percentage of persons with disabilities who complete an undergraduate education and persist on a STEM career pathway compared to those without a disability, there is much work to be done to create equitable and inclusive academic and work environments. Disability inclusion practices promote innovation and provide an accessible space where all abilities are embraced. This paper will provide an overview of inclusion programs that enable students with disabilities to thrive, with particular emphasis on the STEM pathway. It will provide anecdotal stories of students and early college graduates who have benefited from intervention programs. Recommendations for universities and companies on how they may engage and enable persons with disabilities to persist on STEM pathways will be presented
Schneiderwind, Joseph, and Johnson, Janelle M. Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability. Retrieved from https://par.nsf.gov/biblio/10274903. AAAS bulletin .
Schneiderwind, Joseph, & Johnson, Janelle M. Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability. AAAS bulletin, (). Retrieved from https://par.nsf.gov/biblio/10274903.
Schneiderwind, Joseph, and Johnson, Janelle M.
"Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability". AAAS bulletin (). Country unknown/Code not available. https://par.nsf.gov/biblio/10274903.
@article{osti_10274903,
place = {Country unknown/Code not available},
title = {Broadening the Equity Lens for STEM Teacher Education: The Invisibility of Disability},
url = {https://par.nsf.gov/biblio/10274903},
abstractNote = {In this blog, we examine STEM teacher education as a means of broadening the equity lens to regularly include disability. We invite you to be co-learners with us. Some of you may be new to this topic; others may be experts. We need ALL of you. Normalizing the conversation around disability in STEM will benefit each of us and the teachers and students with whom we work.},
journal = {AAAS bulletin},
author = {Schneiderwind, Joseph and Johnson, Janelle M.},
editor = {Carinci, Jennifer E. and Calinger, Betty}
}
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