Disability in Postsecondary STEM Learning Environments: What Faculty Focus Groups Reveal about Definitions and Obstacles to Effective Support

Autor/inn/en	Bettencourt, Genia M.; Kimball, Ezekiel; Wells, Ryan S.
Titel	Disability in Postsecondary STEM Learning Environments: What Faculty Focus Groups Reveal about Definitions and Obstacles to Effective Support
Quelle	In: Journal of Postsecondary Education and Disability, 31 (2018) 4, S.383-396 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	STEM Education; Educational Environment; College Faculty; Definitions; Barriers; College Students; Students with Disabilities; Access to Education; Teacher Attitudes; Attitudes toward Disabilities; Academic Accommodations (Disabilities); Academic Support Services; Postsecondary Education + Suchen Sie Ihr Suchwort? STEM; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fakultät; Begriffsbestimmung; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Post-secondary education; Tertiäre Bildung
Abstract	Students with disabilities lag behind their peers without disabilities in success outcomes related to access to, persistence within, and completion of postsecondary degree programs (National Center for Education Statistics [NCES], 2017). Faculty play a key role in shaping student success. To date, however, most of the work exploring faculty attitudes and behaviors has drawn from a broad sample (e.g., Buchanan, Charles, Rigler, & Hart, 2010; Kraska, 2003; Jensen, McCray, Krampe, & Cooper, 2004; Rao & Gartin, 2003), with only limited exploration of the attitudes and behaviors of science, technology, engineering, and mathematics [STEM] faculty (e.g., Milligan, 2010; Moon, Utschig, Todd, & Bozzorg, 2011). This study seeks to understand how STEM faculty think about and respond to students with disabilities in order to shape effective interventions. Data were collected through a series of four focus groups with 27 participants across 17 STEM majors including lecturers, pre- and post-tenure, and academic administrators. Key findings from the focus groups illuminated the impact of a formal accommodations process, individual approaches to providing support, and perceptions of the STEM climate towards students with disabilities. Recommendations for research and practice include strengthening support and training for faculty in STEM disciplines while continuing to explore these themes across institutional types. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01