Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes.

Autor/inn/en	Shifrer, Dara; Freeman, Daniel Mackin
Titel	Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes. Gefälligkeitsübersetzung: Problematisierung von Wahrnehmungen des MINT-Potenzials: Unterschiede nach dem Grad der kognitiven Beeinträchtigung in der Sekundarstufe und den postsekundären Bildungsergebnissen.
Quelle	In: Socius : sociological research for a dynamic world, (2021) 7, 13 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2378-0231
DOI	10.1177/2378023121998116
Schlagwörter	Autismus; Kognitive Kompetenz; Autismus; Beruf; Informatik; Mathematik; Naturwissenschaften; Psychisch Kranker; Technik; Schulleistung; USA; Behinderung; Kognitive Kompetenz; Sekundarbereich; Schulleistung; Informatik; Mathematik; Naturwissenschaften; Beruf; Studienwahl; Behinderung; Technik; Geistig Behinderter; Jugendlicher; Lernbehinderter; Psychisch Kranker; USA
Abstract	"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." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2021/3