Despite growing calls to increase diversity in science, technology, engineering, and mathematics (STEM) fields, students with learning disabilities (SWLDs) remain underrepresented in STEM at the postsecondary level. Considering this call for increased diversity as a means to expand and strengthen STEM success, we used the High School Longitudinal Study of 2009 to explore how participation in engineering career and technical education (E-CTE) links to postsecondary educational outcomes for SWLDs. Particularly, we examined how E-CTE participation relates to postsecondary remedial course taking, enrollment in a 4-year postsecondary institution, and declaration of a STEM major. Results from school fixed-effects estimations suggest that each credit of E-CTE earned is associated with fewer remedial college courses, a higher likelihood of enrolling in a 4-year as opposed to sub-baccalaureate institution, and increased odds of declaring a STEM major. To conclude, we discuss the implications of our findings for both policymakers and practitioners.

中文翻译：

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STEM 途径与大学升读：工程 CTE 与有学习障碍的学生的高等教育成果之间的联系


尽管人们越来越呼吁增加科学、技术、工程和数学 (STEM) 领域的多样性，但有学习障碍的学生 (SWLD) 在高等教育阶段的 STEM 中所占比例仍然不足。考虑到这种增加多样性作为扩大和加强 STEM 成功的手段的呼声，我们利用 2009 年高中纵向研究来探讨工程职业和技术教育 (E-CTE) 的参与如何与 SWLD 的中学后教育成果联系起来。我们特别研究了 E-CTE 参与与高等教育补习课程的学习、四年制高等教育机构的入学以及 STEM 专业的申报之间的关系。学校固定效应估计的结果表明，获得的每个 E-CTE 学分都与较少的补习大学课程、就读四年制大学（而不是亚学士学位院校）的可能性较高以及选择 STEM 专业的可能性增加相关。 。最后，我们讨论了我们的研究结果对政策制定者和从业者的影响。