A Comparison of Postsecondary Science, Technology, Engineering, and Mathematics (STEM) Enrollment for Students With and Without Disabilities

Abstract

The author examined enrollment differences at postsecondary institutions between students with and without disabilities in science, technology, engineering, and mathematics (STEM) majors to investigate the extent to which students with disabilities, compared with their counterparts, pursue highly demanded STEM careers that require postsecondary STEM degrees. Using the data extracted from the National Longitudinal Transition Study—2 and the Educational Longitudinal Study of 2002, the author uncovered three major findings: (a) Students with disabilities are more likely to select STEM majors in college than are students without disabilities, (b) substantially more students with disabilities enroll in STEM majors at 2-year colleges than do students without disabilities, and (c) for both cohorts, the enrollment proportion of female students is significantly lower than that of male students in STEM majors. These comparison analyses signify the importance of different learning processes and career advising tailored to the needs of different individuals.