GRANTS
Pathway to Science, Technology, Engineering, and Mathematics (STEM) Employment for Autistic Students ($15,000)
We aim to understand the autistic students' STEM pathway from high school to employment and examine associated educational practices that can potentially improve their postschool outcomes. We will analyze the National Longitudinal Transition Study (NLTS) 2 and NLTS 2012 using descriptive statistics and a propensity score matching model. These findings will be used for preliminary analysis in anticipation of NLTS2012’s outcome data, subject to be released in 2023.
Understanding the Engagement of Students with Disabilities along Multiple Aspects of Identity and Institutional Contexts ($1,000)
The aim of this project is to continue our research on the engagement of students with disabilities in higher education. The goal of our team is to analyze national student survey data to understand the heterogeneous nature of disability, by invoking an anti-deficit framework and minority group model.
Measuring the Academic Advising Experience for Students with Disabilities ($4,100)
We are requesting funding for two major academic projects that will make a substantial impact on the field of academic advising. The first project is an in-depth examination of the academic advising experience of first-year students with disabilities, comparing advising trends with the general population. The second project is an advance statistical analysis of the ways academic advisors mediate engagement among students with disabilities. Both projects incorporate secondary data analysis of the same dataset and will include actionable recommendations for how academic advisors can enhance their current practices to better support this population.
Research on Students with Disability in Higher Education ($2,000)
Our project fulfills two of the three research foci for the organization. First, the Institute desires to evaluate “new methods and models that enhance the quality of life of people who are often marginalized.” In higher education and more broadly in society, individuals with disabilities are often underserved and stigmatized. Our team employs an anti-deficit framework; rather than contributing to a lineage of deficit scholarship (i.e., comparing students with and without disabilities), our team explores the population of students with disabilities to find pathways of success in the postsecondary education.
Our team also delivers on a second research foci for IJWB: Progressive Education. We achieve his goal through the use of critical quantitative approaches by emphasizing disaggregation of data, understanding our positionality within the project, and creating practices that can be used
by educators. Already, our team has reached out to the office of Services for Students with Disabilities (SSD) on campus and will continue to consult with scholars and practitioners to generate new knowledge that, “supports and sustains quality of life.”
Two of our masters students, Kaedynne Wilson and Alyson Novi, presented research team results at the ACPA National Convention. Their travel paid for by grant funding through Binghamton University's Institute for Justice and Well-Being. See research poster