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
  • NSF Eddie Bernice Johnson INCLUDES Initiative: TAPDINTO-STEM National Alliance for Students with Disabilities in STEM, An Innovative Intersectional Approach of Diversity, Equity, and Inclusion for Students with Disabilities
Title: NSF Eddie Bernice Johnson INCLUDES Initiative: TAPDINTO-STEM National Alliance for Students with Disabilities in STEM, An Innovative Intersectional Approach of Diversity, Equity, and Inclusion for Students with Disabilities
Persons with disabilities are one of the most significantly underrepresented groups in STEM education and employment, comprising a disproportionately smaller percentage of STEM degrees and jobs compared to their percentages in the U.S. population [1]. TAPDINTO-STEM employs a collective impact approach with dozens of partnering institutions to increase the number of students with disabilities (SWDs) who complete associate, baccalaureate and graduate STEM degrees and enter the STEM workforce.  more » « less
Award ID(s):
2119902
PAR ID:
10547708
Author(s) / Creator(s):
; ; ; ; ; ; ; ; ; ; ;
Editor(s):
Antona, Margherita; Stephanidis, Constantine
Publisher / Repository:
Springer
Date Published:
ISBN:
978-3-031-60883-4
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; (, 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. 
    more » « less
  2. ; ; ; (, CBE—Life Sciences Education)
    Momsen, Jennifer (Ed.)
    The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities. 
    more » « less
  3. (, 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. 
    more » « less
  4. ; (, Education week)
    null (Ed.)
    In the United States, we lament the lack of diversity in STEM fields and in teacher education, but many of our actions as educators continue to “weed out” students from nondominant communities and those who are differently abled. Society, parents, and other students need to understand that students with disabilities are as capable of academic achievement as any other student given the proper accommodations that allow for success. This is an issue that should not be limited to the silo of disability studies—it is one that must be recognized by all teachers. 
    more » « less
  5. ; ; ; ; (, Journal of science education for students with disabilities)
    We conducted a qualitative review of the research literature on STEM (science, technology, engineering, mathematics) related to high school students with disabilities (SWD). We selected and analyzed 53 articles to answer two questions: (1) How are high-school SWD prepared for careers in STEM? (2) How are educators prepared to support high-school SWD for opportunities in STEM? In answering the first question, four qualitative themes emerged: (a) barriers to STEM, (b) increasing STEM opportunities, (c) STEM readiness in college and career, and (d) STEM identity. In answering the second question, three qualitative themes emerged: (a) individualizing learning and supports for SWD, (b) using technology and collaboration among educators, and (c) professional development for educators. Limitations of this review related to search terms and inclusion criteria. Implications of this review related to the need for more research on STEM enrichment programs, STEM identity, and long-term outcomes. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email