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In recent years, there has been a specific call to not only increase the number of engineering-trained individuals but also to address the lack of diversity in science, technology, engineering and mathematics (STEM) fields, including individuals with disabilities. In particular, students with learning disabilities (SWLDs) make up a large portion of all students and are, therefore, a crucial population on which to focus educational and career progression efforts. One potential means of promoting persistence along the STEM pipeline—engineering specifically—is through engineering career and technical education (E-CTE) coursework in high school. Using a nationally representative dataset, we explore how E-CTE participation links to college preparation and transition activities for SWLDs, including math SAT performance, dual credit course participation, college application, and FAFSA completion. Under our more rigorous school fixed-effects models, we find that E-CTE participation is associated with beneficial results across each of our outcomes. The implications are discussed.
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STEM Pathway and College Progression: The Link Between Engineering CTE and Postsecondary Outcomes for Students With Learning Disabilities
Despite growing calls to increase diversity in science, technology, engineering, and mathematics (STEM) fields, students with learning disabilities (SWLDs) remain underrepresented in STEM at the postsecondary level. Considering this call for increased diversity as a means to expand and strengthen STEM success, we used the High School Longitudinal Study of 2009 to explore how participation in engineering career and technical education (E-CTE) links to postsecondary educational outcomes for SWLDs. Particularly, we examined how E-CTE participation relates to postsecondary remedial course taking, enrollment in a 4-year postsecondary institution, and declaration of a STEM major. Results from school fixed-effects estimations suggest that each credit of E-CTE earned is associated with fewer remedial college courses, a higher likelihood of enrolling in a 4-year as opposed to sub-baccalaureate institution, and increased odds of declaring a STEM major. To conclude, we discuss the implications of our findings for both policymakers and practitioners.
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- Award ID(s):
- 2109938
- PAR ID:
- 10510188
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Exceptional Children
- Volume:
- 90
- Issue:
- 4
- ISSN:
- 0014-4029
- Format(s):
- Medium: X Size: p. 398-421
- Size(s):
- p. 398-421
- Sponsoring Org:
- National Science Foundation
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Abstract Demand for engineering‐interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering and technology career and technical education (E‐CTE) coursework. In this study, we address the following research questions: Do SWLDs take E‐CTE courses in the early years of high school at different rates compared to students without learning disabilities? What is the relationship between early E‐CTE coursetaking and science attitudes (self‐efficacy, utility, identity), and does this differ for students with and without learning disabilities? How do specific engineering career expectations change with respect to enrollment in early E‐CTE coursework, and do these differ for students with and without learning disabilities? We utilize the High School Longitudinal Study of 2009 (HSLS) to respond to the research questions through moderation models and a student fixed effects methodology. Ultimately, we found no evidence of SWLD underrepresentation in E‐CTE in high school. However, SWLDs were expected to benefit more than the general population from E‐CTE participation with respect to higher levels of science self‐efficacy and science identity. Implications from these findings include how to encourage persistence along the engineering pathway, the growth of career pathway policies at the state level, and how to incorporate E‐CTE practices in academic courses.more » « less
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