STEM role models for students with disabilities: A systematic review highlighting recommendations for the classroom and future research

Abstract

AbstractMultiple learning theories encourage the use of role models within K‐12 settings and have guided research on role model representation to diversify the pursuit of science, technology, engineering, and mathematics (STEM) fields. Research has been clear on benefits of using role models, primarily focused on promoting gender and racial/ethnic diversity. Yet a critical need that has received less attention is the use of STEM role models for students with disabilities. The present systematic literature review identifies and synthesizes research on STEM role model mentorship programs and/or interventions for K‐12 students with disabilities. Sixteen studies met the inclusion criteria and were coded across categories, with a particular focus on practical recommendations for effective use of STEM role models for students with disabilities and suggestions for future research. Practice‐based recommendations emphasized, for example, the importance of establishing role model‐student rapport and mentors receiving adequate training to best support their mentees. Research‐focused recommendations included determining saliency of program/intervention components. Authors also suggest conducting future studies that investigate effectiveness of matching salient characteristics between role models and mentees. Overall, the findings suggest that STEM role models for students with disabilities is a promising avenue for supporting disability representation in STEM that warrants further investigation.