PERC 2019 Abstract Detail Page
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| Abstract Title: | Hidden walls: STEM course barriers identified by students with disabilities |
|---|---|
| Abstract: | Historically, society has viewed disability as a personal deficit requiring change to the "disabled" individual. However, models have emerged from disability activists and disabled intellectuals that emphasize the role of disabling social structures in preventing or hindering equal access across the ability continuum. We used the social relational proposition, which situates disability within the interaction of impairments with particular social structures, to identify disabling structures in introductory STEM courses. We conducted interviews with nine students who identified with a range of impairments about their experiences in introductory STEM courses. We assembled a diverse research team and analyzed the interviews through phenomenological analysis. Participants reported barriers such as disjointed content and lack of knowledge of effective study strategies. These barriers resulted in challenges with time management as well as feelings of stress and anxiety. We discuss recommendations for supporting students to more effectively engage with introductory STEM courses. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B6 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Westley James University of Central Florida 4111 Libra DR ORLANDO, FL 32816-2385 Phone: 3219480471 |
| Co-Author(s) and Co-Presenter(s) |
Kamryn Lamons, Roberto Spilka, Caroline Bustamante and Jacquelyn J. Chini Affiliation for all co-authors: University of Central Florida |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
