Abstract
In this qualitative cross-case study, we examine the role of familial habitus in providing early access to navigational capital and opportunities predictive of STEM success. Interviews with 18 students with non-apparent disabilities at a large, four-year research university in New England showed that parents and family played a key role in multiple dimensions of student experiences with disability. We organized the findings around three themes about family: (a) family’s framing of disability and academic ability; (b) family support of STEM interests; and (c) family as STEM role models. We extend these findings to highlight the importance of family more broadly, supporting research that indicates the critical role that parental involvement plays in the development of STEM aspirations and success.
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