Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder

被引：0

作者：

Xin Wei

Elizabeth R. A. Christiano

Jennifer W. Yu

Jose Blackorby

Paul Shattuck

Lynn A. Newman

机构：

[1] SRI International,Center for Education and Human Services

[2] Drexel University,A. J. Drexel Autism Institute

来源：

Journal of Autism and Developmental Disorders | 2014年 / 44卷

关键词：

Autism; 2-Year community colleges; 4-Year universities; College pathway; College persistence; Science, technology, engineering and mathematics (STEM);

D O I：

暂无

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学科分类号：

摘要：

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.

引用

页码：1159 / 1167

页数：8