残疾学生及其家长对参加和坚持STEM课外活动的影响和障碍的看法

IF 1.4 4区 教育学 Q3 EDUCATION, SPECIAL
Karin M. Fisher, Peggy Shannon-Baker, K. Greer, Barbara A. Serianni
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引用次数: 5

摘要

残疾学生(SWD)不太可能在科学、技术、工程和数学(STEM)职业生涯中成功站稳脚跟。研究人员发现了参与STEM的障碍,包括数学和科学、执行功能技能和自我效能的缺陷,以及缺乏STEM经验。研究人员发现,参加STEM俱乐部的学生在STEM内容领域的成绩更高,对学校的态度更好,更有可能毕业。本研究旨在了解学生和家长对参与STEM俱乐部的影响和挑战的看法。我们采用了一种顺序解释的混合方法设计,从调查开始,然后是焦点小组和对家长和SWD的采访。关于影响学生加入和留在STEM俱乐部的因素,我们确定了四个突出的元主题:乐趣和主题、社交和同伴互动、家长和老师的主动性以及“表面上的正常”。此外,我们还确定了SWD加入和留在STEM俱乐部的障碍的元主题。其中包括身体健康、对学生没有兴趣、其他人不提供住宿以及家长不堪重负。本文最后建议教育工作者让STEM俱乐部更具包容性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perspectives of Students With Disabilities and Their Parents on Influences and Barriers to Joining and Staying in Extracurricular STEM Activities
Students with disabilities (SWDs) are less likely to establish themselves successfully in science, technology, engineering, and mathematics (STEM) careers. Researchers have identified barriers to participation in STEM, including deficits in mathematics and science, executive functioning skills, and self-efficacy, and lack of exposure to STEM experiences. Researchers found students who participate in STEM clubs have higher grades in STEM content areas, have better attitudes toward school, and are more likely to graduate. This study aimed to understand student and parent perceptions about the influences and challenges to participation in STEM clubs. We used a sequential explanatory mixed-methods design that began with a survey, followed by focus groups and interviews with parents and SWDs. We identified four salient meta-themes regarding what influences students to join and stay in a STEM club: fun and the subject matter, social and peer interactions, parent and teacher initiative, and a “semblance of normal.” In addition, we identified meta-themes on the barriers for SWDs to join and stay in STEM clubs. These include being a good fit, having no student interest, others not making accommodations, and overwhelmed parents. This article concludes with recommendations for educators to make STEM clubs more inclusive.
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来源期刊
Journal of Special Education
Journal of Special Education EDUCATION, SPECIAL-
CiteScore
4.30
自引率
0.00%
发文量
14
期刊介绍: The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.
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