Format

Individual Presentation

First Presenter's Institution

Georgia Southern University

Second Presenter's Institution

Georgia Southern University

Third Presenter's Institution

Georgia Southern University

Fourth Presenter's Institution

Georgia Southern University

Fifth Presenter's Institution

Georgia Southern University

Location

Session 5 Breakouts

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

Students with disabilities (SWD) struggle in mathematics and science (National Center for Education Statistics [NCES], 2019). Research has shown that participation in informal educational organizations improves students without disabilities social-emotional development and academics (Fisher, 2016; Durlak et al., 2010). The research team also found barriers still exist for SWD inclusion in extracurricular science, technology, engineering, and mathematics (STEM) activities (Fisher et al., in press). Our research aligns with National Youth at Risk (NYAR) initiatives because SWDs meet the criteria for being at-risk, however, the results of this study may be generalized to other at-risk populations. Specifically, our research is relevant to the “head” NYAR strand because it explores possible reasons SWD underperform in STEM content areas. Our study aims to close the achievement gap between students with and without disabilities by providing strategies and accommodations to recruit and retain SWD in extracurricular STEM activities.

Brief Program Description

This presentation will share the research and data the team has collected through two studies on SWD and informal STEM learning environments. We will examine why SWD do not participate in extracurricular STEM activities and what can be done by teachers and club sponsors to mitigate these barriers.

Summary

There are many benefits for students to participate in extracurricular STEM activities or clubs. Previous research shows SWDs do not partake as much as their peers without disabilities (SWOD). However, there is a lack of research on what type of SWD do participate, what barriers may be hindering their participation, and what supports the teacher/coach has for ensuring equal access to the STEM clubs. As a result, we formed a research team to explore the characteristics of extracurricular STEM activities, and information about the recruitment, and retention of SWD in STEM clubs based on the perception of SWDs, their parents, and club sponsors. The team conducted two studies. The first study explored the perceptions of STEM club teachers/sponsors. Specifically, the research team sought to answer the following three questions:

  • RQ1: What types of STEM extracurricular activities are offered in two rural districts?
  • RQ2: What are the characteristics of the clubs and their participants?
  • RQ3: What professional development (PD) has the teacher/sponsor had to work with SWD?

The first study found schools offered various STEM clubs with an average of 20 students each, but most participants did not know how many SWD were in their clubs and none had received PD to work with SWD in informal environments.

To further explore why SWD do not participate, the team examined the perceptions of SWD who do participate in STEM activities and their parents. Specifically, the team sought to answer the following questions:

  • RQ1: What are the experiences of students with disabilities in STEM clubs?
  • RQ2: According to the students, what influences their decisions to join and stay in a STEM club?
  • RQ3: According to their parent/guardian(s), what influences whether the student joins and stays in a STEM club?

The team is currently conducting a sequential explanatory mixed-method study to answer these questions. The team expects to collect and analyze data by January 2021.

For this presentation, the team will discuss both studies’ findings to include accommodations STEM club sponsors can use to recruit and retain SWD.

Evidence

Durlak and colleagues (2010) found participation by students in extracurricular activities is associated with improved academic performance and psychosocial development. Students who participate in after-school activities have higher grades, test scores, school, value, school engagement, and educational aspirations (Fredricks & Eccles, 2008). While there is research on students’ participation in extracurricular activities, there is a distinct lack of empirical studies on SWD participation in extracurricular STEM activities.

Researchers have documented that participation in informal learning positively influences participants’ attitudes about STEM (Antink-Meyer et al., 2014; Bhattacharyya et al., 2011). However, SWD are consistently underrepresented in extracurricular activities (Brigman et al., 2007; U.S. Government Accountability Office, 2013). In Georgia, students with disabilities perform significantly lower than their non-disabled peers in mathematics and science (National Center for Educational Statistics, 2017). Furthermore, only 5% of SWD enter the STEM workforce (Leddy, 2010). The need for a more diverse STEM workforce (Denson et al., 2015) combined with a lack of research on SWD and extracurricular STEM activities formed the impetus for two consecutive research studies to bridge the gap in the literature. The research is significant in the special education and STEM fields because of the need for a more diverse workforce in STEM content areas, the need for more STEM workers, and the need for better recruitment and retention of SWD in extracurricular STEM activities.

Learning Objectives

  1. Participants will be able to explain the types of STEM clubs offered and how club sponsors currently recruit students.

  2. Participants will discuss what influences SWD decisions to join and stay in a STEM Club.

  3. Teachers and sponsors will learn how to provide accommodation to SWD to encourage participation in STEM extracurricular activities

Biographical Sketch

Karin Fisher, PhD is an assistant professor in special education, former special education teacher, and robotics coach. She has conducted several studies on students with disabilities and extracurricular STEM activities.

Kania Greer, Ed.D currently serves as the Coordinator for the Institute for Interdisciplinary STEM Education. She has worked on several projects involving students with disabilities and in bringing STEM education to classrooms. Peggy Shannon-Baker, PhD, is an assistant professor of educational research with specializations in mixed methods research, multicultural education, and teacher education. Barbara Serianni is the co-program director for Special Education at Georgia Southern and works with K-12 schools on STEM programs that serve underrepresented populations. Kayla Fitzgibbons is a graduate student in the counseling education program. She applied for and was hired as a graduate research assistant as part of a National Youth at Risk grant on the second phase of this research project.

Keyword Descriptors

STEM, students with disabilities, clubs, after school, extracurricular, science, math

Presentation Year

2021

Start Date

3-9-2021 11:25 AM

End Date

3-9-2021 12:25 PM

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Mar 9th, 11:25 AM Mar 9th, 12:25 PM

Recruitment & Retention of Students with Disabilities in Extracurricular STEM Activities

Session 5 Breakouts

This presentation will share the research and data the team has collected through two studies on SWD and informal STEM learning environments. We will examine why SWD do not participate in extracurricular STEM activities and what can be done by teachers and club sponsors to mitigate these barriers.