Examining the Role of Family in the Development of Precollege STEM Aspirations Among Students With Disabilities

• In Event: Navigating the STEM Environment: Perspectives and Experiences of Students, Faculty, and Staff

Abstract

This qualitative study emphasizes the pre-college experiences of twenty undergraduate students with disabilities majoring in STEM fields. Specifically, we examine how these students perceived the role of family in the development of their STEM aspirations and participation. Families varied in how they framed and communicated with participants about disability. However, participants predominantly described their families as encouraging of their STEM aspirations and actively engaged in supporting them. A number of participants had immediate family members who were STEM professionals, which provided early exposure to STEM fields. Thus, while students with disabilities can be challenged in accessing the STEM pipeline, our findings suggest that familial socialization can act as a protective or mediating force in fostering STEM aspirations.

Authors

• Chrystal George Mwangi, University of Massachusetts - Amherst

• Rachel Friedensen, University of Massachusetts - Amherst

• Ezekiel W. Kimball, University of Massachusetts - Amherst

• Alexandra A Lauterbach, University of Massachusetts - Amherst

• Benjamin Ostiguy, University of Massachusetts - Amherst

• Catherine A. Manly, University of Massachusetts - Amherst

• Ryan S. Wells, University of Massachusetts - Amherst