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University of Massachusetts Amherst

Published Work

2018

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Full-Text Articles in Education

Disability In Postsecondary Stem Learning Environments: What Faculty Focus Groups Reveal About Definitions And Obstacles To Effective Support, Genia Bettencourt, Ezekiel Kimball, Ryan S. Wells Jan 2018

Disability In Postsecondary Stem Learning Environments: What Faculty Focus Groups Reveal About Definitions And Obstacles To Effective Support, Genia Bettencourt, Ezekiel Kimball, Ryan S. Wells

Published Work

Students with disabilities lag behind their peers without disabilities in success outcomes related to access to, persistence within, and completion of postsecondary degree programs (National Center for Education Statistics [NCES], 2017). Faculty play a key role in shaping student success. To date, however, most of the work exploring faculty attitudes and behaviors has drawn from a broad sample (e.g., Buchanan, Charles, Rigler, & Hart, 2010; Kraska, 2003; Jensen, McCray, Krampe, & Cooper, 2004; Rao & Gartin, 2003), with only limited exploration of the attitudes and behaviors of science, technology, engineering, and mathematics [STEM] faculty (e.g., Milligan, 2010; Moon, Utschig, Todd, & Bozzorg, 2011). This study seeks to understand how STEM faculty think about and respond to students with disabilities in order to shape effective interventions. Data were collected through ...