High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder

SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

10

National Science Foundation (NSF)
Institute of Education Sciences (ED)
National Institute of Mental Health (DHHS/NIH)

HRD1130088
R324A120012
R01MH086489

College Students; Autism; Pervasive Developmental Disorders; Prior Learning; High School Students; Secondary School Mathematics; Secondary School Science; STEM Education; Majors (Students); Influences; Predictor Variables; Standardized Tests; Scores; Disabilities; Longitudinal Studies; Special Education; Transitional Programs; Advanced Courses; Educational Policy; Regression (Statistics)

10.1177/1088357615588489

1088-3576

Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study--2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed.

As Provided

51

Yes

2017

EJ1141715