期刊
CBE-LIFE SCIENCES EDUCATION
卷 20, 期 2, 页码 -出版社
AMER SOC CELL BIOLOGY
DOI: 10.1187/cbe.20-06-0107
关键词
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资金
- NSF Graduate Research Fellowship Program [1842396]
- NSF under the Peach State Louis Stokes Alliance for Minority Participation grant [1619689]
- Division of Student Affairs at UGA
- Direct For Education and Human Resources
- Division Of Graduate Education [1842396] Funding Source: National Science Foundation
- Direct For Education and Human Resources
- Division Of Human Resource Development [1619689] Funding Source: National Science Foundation
Self-advocacy is crucial for the success and retention of students with disabilities in college, particularly those in STEM fields. Factors, including internal and external, can either support or hinder self-advocacy. Supporting factors contribute to students' comfort and acceptance of accommodation use in STEM courses.
Self-advocacy is linked to the success and retention of students with disabilities in college. Self-advocacy is defined as communicating individual wants, needs, and rights to determine and pursue required accommodations. While self-advocacy is linked to academic success, little is known about how students with disabilities in science, technology, engineering, and mathematics (STEM) practice self-advocacy. We previously developed a model of self-advocacy for STEM students with attention-deficit/hyperactivity disorder (ADHD) and/or specific learning disabilities (SLD). Here, we use this model to examine what factors support or hinder self-advocacy in undergraduate STEM courses. We conducted semi-structured interviews with 25 STEM majors with ADHD and/or SLD and used qualitative approaches to analyze our data. We found internal factors, or factors within a participant, and external factors, the situations and people, described by our participants, that influenced self-advocacy. These factors often interacted and functioned as a support or barrier, depending on the individuals and their unique experiences. We developed a model to understand how factors supported or hindered self-advocacy in STEM. Supporting factors contributed to a sense of comfort and security for our participants and informed their perceptions that accommodation use was accepted in a STEM course. We share implications for research and teaching based on our results.
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