Promoting persistence: Can computer science career and technical education courses support educational advancement for students with learning disabilities?

Abstract

Information technology and computer science represent one area of science, technology, engineering, and mathematics (STEM) that have experienced significant growth in recent years. As such, federal policy has urged schools to embed new types of STEM courses into the curriculum. As one very prominent example, computer science (CS)-focused courses are a growing branch of career and technical education (CTE)—that is, CS-CTE. While previous research has examined coursetaking patterns and subsequent outcomes of CS-CTE courses for the general student population, little is known about how participation in these courses may benefit students with learning disabilities (SWLDs). From a pedagogical perspective, CS-CTE courses, and CTE courses in general, may be uniquely positioned to improve schooling outcomes for SWLDs. Using data from the nationally representative High School Longitudinal Study of 2009, we explored characteristics of CS-CTE participants, how CS-CTE may promote the development of key STEM attitudes (e.g., identity, self-efficacy, and utility), and how any relationships may differ by learning disability status. Using a double propensity score matching estimations, we found CS-CTE participation related to positive development of STEM identity and STEM self-efficacy for students without learning disabilities. For the SWLD population, CS-CTE participation was associated with growth in STEM self-efficacy and STEM utility. Policy implications discuss the gap in computer science employment between SWLDs and non-SWLDs, the prevalence of state-related computer science policies, and how to continue to promote STEM identity growth.