[article]
| Titre : |
Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder |
| Type de document : |
texte imprimé |
| Auteurs : |
Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Jose BLACKORBY, Auteur ; Paul SHATTUCK, Auteur ; Lynn A. NEWMAN, Auteur |
| Année de publication : |
2014 |
| Article en page(s) : |
p.1159-1167 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism 2-Year community colleges 4-Year universities College pathway College persistence Science, technology, engineering and mathematics (STEM) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Little is known about postsecondary pathways and persistence among college students with an autism spectrum disorder (ASD). This study analyzed data from the National Longitudinal Transition Study-2, 2001–2009, a nationally representative sample of students in special education with an ASD who progressed from high school to postsecondary education. Findings suggest that most college students with an ASD enrolled in a 2-year community college at some point in the postsecondary careers (81 %). Those in science, technology, engineering and mathematics (STEM) fields were more likely to persist in a 2-year community college and were twice as likely to transfer from a 2-year community college to a 4-year university than their peers in the non-STEM fields. College persistence rates varied by gender, race, parent education level, and college pathway and major. Educational policy implications are discussed. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-013-1978-5 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 |
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1159-1167
|  |
Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
