ERIC Number: EJ1416827
Record Type: Journal
Publication Date: 2024
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1478-2103
Literacy, Numeracy, and Problem-Solving Skills of Adults with Disabilities in STEM Fields
J. Jacob Kirksey; Kristin Mansell; Teresa Lansford
Policy Futures in Education, v22 n3 p427-453 2024
To aid in the development of a globally competitive workforce, federal policymakers have expressed the priority of preparing students and adults with disabilities to succeed in science, technology, engineering, and mathematics (STEM) fields. Yet, no research has examined the extent to which information-processing, literacy, numeracy, and problem-solving skills in technologically rich environments may associate with having a STEM degree for various disability populations. This study analyzed the United States nationally representative data from the Programme for the International Assessment of Adult Competencies (PIAAC) to examine associations between adult skills and having a STEM degree for people with and without disabilities. No direct associations were found between adult skills and having a STEM degree for people with learning disabilities or for people without disabilities. These groups' information processing, literacy, numeracy, and problem-solving skills were not determining factors in STEM degree attainment. However, findings suggest a significant association between problem-solving skills and having a STEM degree for people with visual and/or hearing impairments. Policy implications are discussed.
Descriptors: STEM Education, STEM Careers, Literacy, Numeracy, Problem Solving, Information Processing, Adults, Deafness, Hearing Impairments, Blindness, Visual Impairments, 21st Century Skills, Learning Disabilities, Labor Market, Postsecondary Education, Students with Disabilities, Skill Development, Student Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A