Date of Conferral

2-27-2025

Degree

Ph.D.

School

Education

Advisor

Ioan Ionas

Abstract

The demand to increase enrollment in science, technology, engineering, and mathematics (STEM) education programs has intensified globally since the early 21st century. Researchers have concentrated on the gender divide with limited research on female students with disabilities (FSwDs). The purpose of this qualitative study was to explore FSwDs’ perceptions of their successes and challenges with accessibility, inclusion, and support experienced in STEM education programs, as well as their recommendations for improving policies and practices in STEM higher education. The study was grounded in social identity and social learning theories. For this basic qualitative design, semistructured interviews were conducted with nine FSwDs who were engaged in STEM activities or enrolled in STEM education courses at three local colleges and had their disabilities on file with the institution. Axial coding produced the following four themes: 1) appreciation for fostering innovation and motivation, 2) dedication to growing better communication networks, 3) commitment to promoting enrichment and understanding, and 4) supporting structural enhancements. These results could lead to positive social change by enriching the learning environment and academic settings, by streamlining the communication between the disability department and STEM teachers, by strengthening the support services, and by making structural enhancements, such as updating the building infrastructure to accommodate accessible entry at all points of entrance. By providing FSwDs access to STEM education and supporting their academic success, a critical shortage of highly qualified workers in STEM fields can be addressed.

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