[article] 
inJournal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1159-1167

Titre :	Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
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

[article] Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Elizabeth R. A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Jose BLACKORBY, Auteur ; Paul SHATTUCK, Auteur ; Lynn A. NEWMAN, Auteur . - 2014 . - p.1159-1167.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1159-1167

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