Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?

Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

Effects of interaction experiences and undergraduate coursework on attitudes toward gay and lesbian issues

College experiences can expand knowledge, decrease negative stereotypes, and increase acceptance toward diversity, especially regarding gay and lesbian issues. This study found that the more interaction undergraduate students have with gay and lesbian people on campus, the more accepting their attitudes are regarding (1) same-sex, consensual sex, (2) same-sex relations between adults is not unnatural, (3) vote for a gay presidential candidate, (4) friends with a feminine man, (5) friends with a masculine woman, (6) knowledge of GL issues important for future career, and (7) comfortable with GL roommate. Furthermore, the more undergraduate students are exposed to coursework addressing gay and lesbian issues, the more positive their attitudes are regarding the importance of knowledge of gay/lesbian issues for future career and comfort with a gay/lesbian roommate. Discussion explores possible long-term implications of systematic interaction experiences and coursework at all levels within the educational system to prevent negative attitude formation.