Narrative Inquiry on the Teaching of STEM to Blind High School Students

Idalis Villanueva,Marialuisa Di Stefano

doi:10.3390/educsci7040089

Abstract

This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ). Through its integration with science, technology, engineering, and math (STEM), NFB EQ opened opportunities from 2013–2016 in Baltimore, Maryland, for 60 blind students (Grades 9–12) to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher–researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms.

Highlights

In 2009, Warren–Peace analyzed the outcomes and predictors of employment between blind clients and other “disabled” clients (“disability” under Social Security is based on the physical inability to work)
Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom
Results indicated that compared to 19 other “disability” types, blind people accounted for 43.6% of the total non-competitive employment in the United States [1]

Summary

Introduction

In 2009, Warren–Peace analyzed the outcomes and predictors of employment between blind clients and other “disabled” clients (“disability” under Social Security is based on the physical inability to work). Results indicated that compared to 19 other “disability” types, blind people accounted for 43.6% of the total non-competitive employment (e.g., homemaker, unpaid family worker) in the United States [1]. Blind people represent less than 5% of all the science, technology, engineering, and mathematics (STEM) workforce [3]. This presents a missed opportunity to increase the representation of many underrepresented populations (including those with disabilities) in areas such as STEM. This prognostic may leave many secondary-level blind students feeling discouraged from participating in such careers because of a “perceived lack of teacher support” [4] This prognostic may leave many secondary-level blind students feeling discouraged from participating in such careers because of a “perceived lack of teacher support” [4] (p. 196), perceived lack of parental/legal guardian support [4], or limited career outlook in these fields [4,5]

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Discussion

Conclusion