title: Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder.
abstract: Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed.
authors.affiliation: Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS169, Menlo Park, CA 94025-3493, USA. xin.wei@sri.com
authors.forename: Xin
authors.initials: X
authors.lastname: Wei
authors.forename: Jennifer W
authors.initials: JW
authors.lastname: Yu
authors.forename: Paul
authors.initials: P
authors.lastname: Shattuck
authors.forename: Mary
authors.initials: M
authors.lastname: McCracken
authors.forename: Jose
authors.initials: J
authors.lastname: Blackorby
mesh_terms: D000293:Adolescent; D002321:Career Choice; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000175:diagnosis* / Q000523:psychology*; D006233:Persons with Disabilities / Q000523:psychology; D004519:Education, Special; D004738:Engineering; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics; D012586:Science; D013334:Students / Q000523:psychology*; D013672:Technology; D014481:United States; D055815:Young Adult