Motivation in Science Among Students With Learning Disabilities: Investigating STEM Trajectory Choices

• In Event: Empowering Diverse Pathways: Navigating Education and Employment for Individuals With Disabilities

Abstract

This study investigates the relationships between high school students’ self-beliefs and beliefs about STEM and pursuit of advanced science coursework and STEM careers. Using situated expectancy value theory and data from the nationally representative High School Longitudinal Study 2009, we find that students with learning disabilities are less likely than peers to pursue high school science courses but no less likely to desire to pursue a STEM college major. Science ability self-concept and subjective task values predict STEM attainment and achievement for students with learning disabilities and their peers. Ability self-concept of 9th graders with learning disabilities mediates the relationship between having a learning disability and STEM attainment and achievement outcomes, suggesting a critical role of self-beliefs in STEM trajectories.

Authors

• Samantha G. Daley, University of Rochester

• Halil I. Sari, Texas A&M University