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Understanding the Motivational and Affective Experiences of Students with Disabilities in STEM Classrooms

Emery, Alyssa A
http://rave.ohiolink.edu/etdc/view?acc_num=osu1500559484416098

Abstract Details

2017, Doctor of Philosophy, Ohio State University, Educational Studies.
As careers in science, technology, engineering, and math (STEM) increase in both variety and quantity, the need for a STEM-literate public also increases. However, students with disabilities are underrepresented in the pipeline of high school and college courses that prepare individuals for careers in these fields. This underrepresentation threatens innovation within STEM fields, but is most concerning for the individuals with disabilities themselves, as STEM careers represent some of the most secure and highest-paying middle income work. Therefore, it is important to ensure that people with disabilities have access to opportunities to pursue STEM education. Whereas researchers are exploring systemic or institutionalized barriers that may exist for this group, an underexplored area includes individuals’ motivational and affective experiences in the STEM pipeline. Routinely facing barriers may have distinct ramifications on students’ motivation to pursue STEM careers; thus, it is important to consider whether these experiences influence the decisions of students with disabilities to opt out of the STEM pipeline. This dissertation utilizes two approaches to phenomenological inquiry to examine students’ subjective experiences. First, Chapter 1 provides an overview of the problem of underrepresentation of people with disabilities in STEM careers. Then, Chapter 2 reviews the research literature on classroom motivation, and suggests that students with disabilities may have qualitatively different motivational and affective experiences in their learning environments that are not adequately addressed by prominent theories. To shed light on what may be different about the experiences of students with disabilities who have chosen to pursue STEM education and careers, Chapter 3 presents interviews with college students about their experiences in STEM courses, analyzed using interpretive phenomenological analysis (e.g., Smith, Larkin, & Flowers, 2009). Chapter 4 uses a modified experience sampling methodology to present a different approach to capturing students’ subjective perspectives of their learning environments, surveying 25 high school science students with and without disabilities. Finally, Chapter 5 synthesizes the findings of the three central chapters. Together, the results of the dissertation suggest that there are several motivational concerns distinct to students with disabilities that merit future research.
Anderman Lynley, Ph.D. (Advisor)
Anderman Eric , Ph.D. (Committee Member)
Malone Helen, Ph.D. (Committee Member)
Schmidt Jennifer, Ph.D. (Committee Member)
194 p.
Educational Psychology
Motivation, epistemic emotions, STEM, special education, inclusion

Recommended Citations

Citations

  • Emery, A. A. (2017). Understanding the Motivational and Affective Experiences of Students with Disabilities in STEM Classrooms [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500559484416098

    APA Style (7th edition)

  • Emery, Alyssa. Understanding the Motivational and Affective Experiences of Students with Disabilities in STEM Classrooms. 2017. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1500559484416098.

    MLA Style (8th edition)

  • Emery, Alyssa. "Understanding the Motivational and Affective Experiences of Students with Disabilities in STEM Classrooms." Doctoral dissertation, Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500559484416098

    Chicago Manual of Style (17th edition)

osu1500559484416098
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This open access ETD is published by The Ohio State University and OhioLINK.