Format

Send to

Choose Destination
J Autism Dev Disord. 2014 May;44(5):1159-67. doi: 10.1007/s10803-013-1978-5.

Postsecondary pathways and persistence for STEM versus non-STEM majors: among college students with an autism spectrum disorder.

Author information

1
Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS169, Menlo Park, CA, 94025-3493, USA, xin.wei@sri.com.

Abstract

Little is known about postsecondary pathways and persistence among college students with an autism spectrum disorder (ASD). This study analyzed data from the National Longitudinal Transition Study-2, 2001-2009, a nationally representative sample of students in special education with an ASD who progressed from high school to postsecondary education. Findings suggest that most college students with an ASD enrolled in a 2-year community college at some point in the postsecondary careers (81%). Those in science, technology, engineering and mathematics (STEM) fields were more likely to persist in a 2-year community college and were twice as likely to transfer from a 2-year community college to a 4-year university than their peers in the non-STEM fields. College persistence rates varied by gender, race, parent education level, and college pathway and major. Educational policy implications are discussed.

PMID:
24158680
PMCID:
PMC4005068
DOI:
10.1007/s10803-013-1978-5
[Indexed for MEDLINE]
Free PMC Article

Supplemental Content

Full text links

Icon for Springer Icon for PubMed Central
Loading ...
Support Center