A Case Study on the Life Trajectories of Women with Sensory and Mobility Disabilities in Stem Careers

A strong Science, Technology, Engineering, and Mathematics (STEM) workforce is desired for American global competitiveness, economic growth, national security, public health, environmental affairs, and maintenance of our quality of life. The talent pool available to sustain the available positions in STEM fields is not sufficient. Increasing the STEM talent pool requires promotion of STEM development for all U.S. citizens, especially underrepresented minorities, women, and persons with disabilities. A relatively large yet fragmented body of literature is present in relation to minorities and women in STEM fields. A gap exists in knowledge and understanding of the position of women with disabilities in STEM fields. The purpose of this study was to examine the life experiences of women with disabilities whose professional careers are in STEM fields. This case study focused on the perceptions of women with at least one self-identified disability. This study was built upon the conceptual framework of Bronfenbrenner’s (2005) bioecological model of human development. Four women, each with at least one self-described disability and employed in a STEM field for a minimum of six months were interviewed. Through data analysis seven themes emerged: (1) Family Influences Matter, (2) Support was Critical to Overcome Barriers in STEM Educational Pathway, (3) STEM as a Meaningful and Practical Pathway, (4) Self-Advocacy and Trailblazing are Part of the Education and Workplace Environment, (5) Networking and Support from Workplace Colleagues is Critical for Success, (6) Intersectionality Leans Toward Being a Woman in STEM; Not as a Person with a Disability in STEM, and (7) Growth Mindset, Introverted, and Disability Empowered Personalities. The study concludes by offering summary answers to the research question, implications for further study, implications for practice, recommendations for further research, and reflections. Information gained from this study will be valuable to families, K-12 education, higher education, and STEM employers to remove barriers for women with disabilities to pursue a STEM degree, obtain and retain STEM employment.

Grantor dc:publisher

Drake University

Year dc:date.issued

2017

Author dc:creator

• Coleman, Sara B.

Repository record dc:identifier.uri

https://escholarshare.drake.edu/handle/2092/2162

OAI identifier oai:identifier

oai:escholarshare.drake.edu:2092/2162