skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • NSF Public Access
  • Search Results
  • Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes
Title: Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes
The STEM (science, technology, engineering, and mathematics) potential of youth with cognitive disabilities is often dismissed through problematic perceptions of STEM ability as natural and of youth with cognitive disabilities as unable. National data on more than 15,000 adolescents from the High School Longitudinal Study of 2009 first suggest that, among youth with disabilities, youth with medicated attention-deficit/hyperactivity disorder (ADHD) have the highest levels of STEM achievement, and youth with learning or intellectual disabilities typically have the lowest. Undergraduates with medicated ADHD or autism appear to be more likely to major in STEM than youth without cognitive disabilities, and youth with autism have the most positive STEM attitudes. Finally, results suggest that high school STEM achievement is more salient for college enrollment than STEM-positive attitudes across youth with most disability types, whereas attitudes are more salient than achievement for choosing a STEM major.  more » « less
Award ID(s):
1652279
PAR ID:
10314269
Author(s) / Creator(s):
;
Date Published:
Journal Name:
Socius: Sociological Research for a Dynamic World
Volume:
7
ISSN:
2378-0231
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, The Journal of Early Adolescence)
    The literature linking adulthood criminality to cumulative disadvantage and early school misbehavior demonstrates that understanding the mechanisms underlying student behavior and the responses of teachers and administrators is crucial in comprehending racial/ethnic disparities in actual or perceived school misbehavior. We use data on 19,160 ninth graders from the nationally representative High School Longitudinal Study of 2009 to show that boys’ and girls’ negative achievement and negative experiences with teachers relate more closely to school misbehavior than the contextual measures (e.g., negative peer climate, proportion Black) that have often been emphasized as most salient for misbehavior. Differences in negative achievement and experiences completely explain Black boys’, Latinx boys’, and Black girls’ heightened levels of school misbehavior relative to White youth, and Asian boys’ and girls’ lower levels of school misbehavior. In contrast, differences in negative achievement and experiences only partially explain Latinx girls’ higher levels of school misbehavior relative to White girls. 
    more » « less
  2. ; (, International Journal of STEM Education)
    Abstract Purpose of the study Previous literature has examined the relationship between high school students’ postsecondary STEM major choices and their prior interest and perceived ability in mathematics. Yet, we have limited understanding of whether and how perceived ability and interest in science and mathematics jointly affect students’ STEM major choices. Results Using the most recent nationally representative longitudinal cohort of U.S. secondary school students, we examine the degree to which students’ perceived mathematical and scientific abilities and interests predict their STEM major choices, employing logistic regression and a series of interaction analyses. We find that while both mathematics and science perceived ability positively influence STEM major selection, academic interest in these subjects is a weaker predictor. Moreover, across a series of analyses, we observe a significant gender gap—whereby women are less than half as likely to select STEM majors—as well as nuanced distinctions by self-identified race. The relationships among perceived ability, interest, and STEM major choice are not found to meaningfully vary by race nor consistently by gender. However, perceived ability has a more positive effect for men than women who are pursuing Computing/Engineering majors and a more positive effect for women than men who are pursuing other STEM majors, including less applied Social/Behavioral, Natural, and Other Sciences. Implications These findings suggest potential opportunities to enhance their perceived mathematical and scientific abilities in high school, positioning them to potentially enter STEM fields. School sites with more resources to support the ambitions of STEM students of all backgrounds may be better positioned to reduce postsecondary disparities in STEM fields. Given existing opportunity gaps and resource differentials among schools, corresponding recommendations are suggested. 
    more » « less
  3. ; ; ; ; (, Journal of STEM outreach)
    The Diverse and Integrative STEM Continua Using Socio-environmental Systems In and Out of Neighborhoods (DISCUSSION) network core team developed a low-cost, interdisciplinary, inquiry-based STEM curriculum of workbooks called the Food, Energy, and Water Learning Module (FEWLM). Built on the Next Generation Science Standards with a systems thinking approach, these workbooks provide hands-on, self-driven and team-building activities for elementary and middle school youth with the intent to increase their scientific exposure and awareness about environmental sustainability and human health issues. FEWLM was implemented at local Boys and Girls Clubs, local public after-school programs, and the DISCUSSION “HydroPHonics” Summer Enrichment camp. More than 150 underrepresented minority youths were engaged in our FEWLM science learning events during a two-year period; however, approximately 50 youths were surveyed about their experiences with FEWLM, attitudes and interest in science, and career ambitions. Evidence indicated that our FEWLM learning experiences had a positive impact on elementary and middle school youth by increasing their interest in STEM, perception of STEM in their lives, and confidence in their ability to participate in STEM. 
    more » « less
  4. ; ; ; ; ; (, The British Journal of Psychiatry)
    BackgroundReliable and specific biomarkers that can distinguish autism spectrum disorders (ASDs) from commonly co-occurring attention-deficit/hyperactivity disorder (ADHD) are lacking, causing misses and delays in diagnosis, and reducing access to interventions and quality of life. AimsTo examine whether an innovative, brief (1-min), videogame method called Computerised Assessment of Motor Imitation (CAMI), can identify ASD-specific imitation differences compared with neurotypical children and children with ADHD. MethodThis cross-sectional study used CAMI alongside standardised parent-report (Social Responsiveness Scale, Second Edition) and observational measures of autism (Autism Diagnostic Observation Schedule-Second Edition; ADOS-2), ADHD (Conners) and motor ability (Physical and Neurological Examination for Soft Signs). The sample comprised 183 children aged 7–13 years, with ADHD (without ASD), with ASD (with and without ADHD) and who were neurotypical. ResultsRegardless of co-occurring ADHD, children with ASD showed poorer CAMI performance than neurotypical children (P< 0.0001; adjustedR2= 0.28), whereas children with ADHD and neurotypical children showed similar CAMI performance. Receiver operating curve and support vector machine analyses showed that CAMI distinguishes ASD from both neurotypical children (80% true positive rate) and children with ADHD (70% true positive rate), with a high success rate significantly above chance. Among children with ASD, poor CAMI performance was associated with increased autism traits, particularly ADOS-2 measures of social affect and restricted and repetitive behaviours (adjustedR2= 0.23), but not with ADHD traits or motor ability. ConclusionsFour levels of analyses confirm that poor imitation measured by the low-cost and scalable CAMI method specifically distinguishes ASD not only from neurotypical development, but also from commonly co-occurring ADHD. 
    more » « less
  5. ; ; (, Journal of higher education theory and practice)
    While a large body of literature suggests that students with Attention Deficit Hyperactivity Disorder (ADHD) possess significant creative and risk-taking potential, they remain highly underrepresented in engineering programs. High school students with ADHD have significantly lower GP As and are over eight times more likely to drop out than their peers without ADHD, which makes them significantly less likely to enter college engineering programs. To support the development of a more diverse engineering pipeline, this work summarizes outreach efforts to high school and middle school students with ADHD with the intention of boosting self-esteem and increasing interest in engineering. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email