Strategies to Increase Representation of Students with Disabilities in Science, Technology, Engineering and Mathematics (STEM)

2015 ◽  
Vol 4 (3) ◽  
pp. 89 ◽  
Author(s):  
Jeffry L. White ◽  
G.H. Massiha
Keyword(s):  
Professional Development ◽  
College Students ◽  
Students With Disabilities ◽  
College Attendance ◽  
Persons With Disabilities ◽  
Science Technology ◽  
Personal Services ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Integrated Program

As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated program of interventions for college students with disabilities (SwD) majoring in STEM which centers on a system of continuous student monitoring with rapid access to academic and personal services, as well as professional development and degree enhancing experiences supplied during the entire period of college attendance.

Core Self-Evaluations as a Mediator Between Functional Disability and Life Satisfaction in College Students With Disabilities Majoring in Science and Technology

2015 ◽  
Vol 29 (1) ◽  
pp. 96-104 ◽  
Author(s):  
Susan Miller Smedema ◽  
Joseph S. Pfaller ◽  
Rana A. Yaghmaian ◽  
Hayley Weaver ◽  
Elizabeth da Silva Cardoso ◽  
...  
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Students With Disabilities ◽  
Functional Disability ◽  
Future Research ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Quantitative Descriptive ◽  
Core Self ◽  
The Impact

Purpose: To examine the mediational effect of core self-evaluations (CSE) on the relationship between functional disability and life satisfaction.Methods: A quantitative descriptive design using multiple regression analysis. The participants were 97 college students with disabilities receiving services through Hunter College’s Minority-Disability Alliance (MIND Alliance) in science, technology, engineering, and mathematics.Results: CSE was a partial mediator between functional disability and life satisfaction. After controlling for CSE, functional disability was no longer a significant predictor of life satisfaction.Conclusions: CSE partially mediated the impact of functional disability on life satisfaction. Future research should explore the development of interventions to increase CSE to reduce the effect of disability and to improve life satisfaction and employment outcomes for individuals with disabilities.

Assessing College Life Adjustment of Students With Disabilities: Application of the PERMA Framework

2017 ◽  
Vol 61 (3) ◽  
pp. 131-142 ◽  
Author(s):  
Timothy N. Tansey ◽  
Susan Smedema ◽  
Emre Umucu ◽  
Kanako Iwanaga ◽  
Jia-Rung Wu ◽  
...  
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Functional Disability ◽  
Well Being ◽  
Measurement Model ◽  
Persons With Disabilities ◽  
College Life ◽  
College Students With Disabilities

The clearest career path to the middle class generally involves access, and completion, of postsecondary education. However, persons with disabilities are less likely to enroll or graduate from college compared with their same-age peers without disabilities. The quality of life of students with disabilities, and their well-being, may be a root cause of low graduation rates. To flourish in life is to both feel good and function effectively. Seligman developed the Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) model that may be useful in understanding the well-being of individuals. The purpose of this study is to examine the factorial structure of the PERMA model in sample college students with disabilities and then examine the model’s relationship with outcomes important to college adjustment such as academic achievement, relationship problems, stress, life satisfaction, and core self-evaluation. Ninety-seven college students with disabilities enrolled in Science, Technology, Engineering, and Mathematics (STEM) were recruited for the study. Findings support a one-factor solution for the PERMA measurement model. Furthermore, PERMA was negatively correlated with factors associated with college difficulty and positively associated with factors linked to college success. The PERMA model also demonstrated that well-being mediates the relationship between functional disability and life satisfaction. Implications for rehabilitation researchers and practitioners are reviewed.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities

Presenting Problems and Psychotherapy Outcome of College Students With Disabilities

2007 ◽  
Author(s):  
David A. Shwalb ◽  
Tyler R. Pedersen ◽  
Julie E. Preece ◽  
Edward A. Martinelli ◽  
Phil A. Rash ◽  
...  
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Psychotherapy Outcome ◽  
Presenting Problems ◽  
College Students With Disabilities

scholarly journals Rates and Correlates of Binge Drinking Among College Students With Disabilities, United States, 2013

2017 ◽  
Vol 132 (4) ◽  
pp. 496-504 ◽  
Author(s):  
Steven L. West ◽  
Carolyn W. Graham ◽  
Peter Temple
Keyword(s):  
College Students ◽  
Binge Drinking ◽  
Students With Disabilities ◽  
Sampling Technique ◽  
Colleges And Universities ◽  
Final Model ◽  
The Us ◽  
Comprehensive Picture ◽  
College Students With Disabilities ◽  
College Student Population

Objective: Our objective was to provide the first comprehensive picture of alcohol use and binge drinking by US college students with disabilities (SWDs), who represent at least 11% (1.6 million) of the US college student population. Methods: In fall 2013, we used a stratified random sampling technique to identify and recruit 2440 SWDs from 122 US colleges and universities. A total of 1285 (53%) SWDs from 61 (50%) colleges and universities completed a survey of alcohol and other drug use and the use of substances by student peers. We conducted 4 multiple logistic regression analyses to compare binge-drinking and non–binge-drinking SWDs by potential correlates of such use and a final model that included only significant variables. Results: SWDs aged <21 vs ≥21 (odds ratio [OR] = 0.90; 95% confidence interval [CI], 0.82-0.99) who spent more time vs less time socializing (OR = 1.24; 95% CI, 1.11-1.38), who spent less time vs more time studying (OR = –0.89; 95% CI, –0.80 to –0.99), and who used vs did not use marijuana (OR = 1.44; 95% CI, 1.18-1.75) or amphetamines (OR = 1.82; 95% CI, 1.15-2.89) were significantly more likely to binge drink. SWDs who reported using barbiturates were less likely to binge drink than were those who did not use barbiturates (OR = –0.36; 95% CI, –0.21 to –0.61). In the final model, use of amphetamines (OR = 1.74; 95% CI, 1.15-2.65) or marijuana (OR = 1.60; 95% CI, 1.32-1.94) was the highest predictor of binge drinking. Conclusion: SWDs’ reported rates of binge drinking, although high, were not as high as those of nondisabled college students. Nevertheless, prevention efforts should be targeted toward college SWDs.

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