A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on care...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals 2017-11, Vol.40 (4), p.196-204
Main Authors: Sowers, Jo-Ann, Powers, Laurie, Schmidt, Jessica, Keller, Thomas E., Turner, Alison, Salazar, Amy, Swank, Paul R.
Format: Article
Language:English
Subjects:
Career development planning
Career Planning
Comparative Analysis
Control Groups
Disabilities
Experimental Groups
Grade 10
Grade 11
Grade 9
High School Students
Intervention
Knowledge Level
Learner Engagement
Mentors
Parent Attitudes
Parents
Program Effectiveness
Self Efficacy
Self Esteem
Statistical Analysis
STEM Education
Students
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Summary:Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on career planning outcomes. An independent groups × repeated measures design was used. Significant differences were found between mentored and nonmentored students for measures of STEM-related knowledge, engagement, confidence, and general career planning confidence, but not for STEM-related and disability-related self-efficacy. Significant differences were not found between students assigned to mentors with or without disabilities. This study contributes to research that demonstrates the positive impact of mentoring on career planning for students with disabilities, including those related to STEM.
ISSN:2165-1434
2165-1442
DOI:10.1177/2165143416633426