ERIC Number: EJ1038463
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Postsecondary Pathways and Persistence for STEM versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder
Wei, Xin; Christiano, Elizabeth R. A.; Yu, Jennifer W.; Blackorby, Jose; Shattuck, Paul; Newman, Lynn A.
Journal of Autism and Developmental Disorders, v44 n5 p1159-1167 May 2014
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.
Descriptors: College Students, Autism, Pervasive Developmental Disorders, STEM Education, Academic Persistence, Majors (Students), Community Colleges, College Transfer Students, Universities, Gender Differences, Racial Differences, Parent Background, Educational Attainment, Postsecondary Education
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes
Grant or Contract Numbers: R324A120012