Postsecondary Education Research Articles

Examining STEM Preferences in Autistic Students: The Role of Contextual Support, Self-Efficacy, and Outcome Expectations

Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed that despite a lower college attendance rate, autistic students displayed a pronounced inclination for STEM majors, particularly in the fields of science, engineering, and mathematics. Notably, autistic students who pursue higher education tend to exhibit increased levels of self-efficacy and anticipate more positive outcomes within STEM disciplines. However, the levels of both constructs in mathematics had decreased by the 11th grade. Nonetheless, STEM self-efficacy played a significant role in influencing outcome expectations and major choices, with this relationship being more pronounced among autistic students. For autistic students, their choice of a STEM major was influenced by their self-efficacy, as well as factors like race and gender. On the other hand, for non-autistic students, their proximal context was an additional determinant in their decision. Insights gained from this research can inform educational strategies aimed at facilitating the participation of autistic individuals in postsecondary STEM education and related career paths.

Utilizing Propensity Score Matching Analysis to Examine the Effects of Postsecondary Education on the Employment Outcomes of Young Adults with Mental Illnesses

Background Helping young adults with mental illnesses attend college will increase their chances of being employed with benefits, which can pave the way for a successful career and a middle-class life. Objective This study sought to examine whether receiving vocational rehabilitation (VR) services of four-year college or university training would lead to improved employment outcomes for young adults with mental illnesses. Methods Based on the Rehabilitation Services Administration (RSA)-911 data, a propensity score matching technique was employed to create a comparison group of young adults with mental illnesses who did not receive college or university training and a treatment group of those who did. The quasi-experimental design investigated differences in the employment outcomes between the two groups. Results Analyses revealed that the group who received college or university training was more likely to be engaged in competitive integrated employment upon exit from the VR program than the matched comparison group who did not receive the training. Participants with mental illnesses who received college or university training and had secured competitive integrated employment at the time of exit not only had significantly higher hourly wages and worked more hours per week than did non-college or university training recipients, they were also more likely to obtain employer-subsidized health insurance benefits. Conclusions College and university training is positively related to employment outcomes for young people with mental illnesses. Implications for state VR counsellors are discussed.

Post-secondary education in young patients with inflammatory bowel disease: A population-based cohort study.

Inflammatory bowel disease (IBD) diagnosed in adolescence may have adverse effects on educational attainment. The study aims to examine post-secondary educational attainment in patients with IBD and how it is affected by disease severity and comorbid mental health disorders. This cohort study used nationwide Danish registries. In a cohort of patients with IBD and matched references, the time to attainment of post-secondary education was examined using Cox regression. In the analysis for disease severity and mental health disorders, the relative risk of attainment of post-secondary education was evaluated using binomial regression. We identified 1136 patients with IBD and 8791 references. Overall, patients with Crohn's disease (CD) or ulcerative colitis (UC) attained a post-secondary education as often as references (CD: hazard ratio (HR) 1.10 (95% confidence interval (CI) 0.99-1.22); UC: HR 0.97 (95% CI 0.88-1.06)). Patients with both severe IBD and mental health disorders had a significantly lower chance of attaining a post-secondary education compared to patients with severe IBD without mental health disorders. Patients with IBD attained a post-secondary education at the same rate as references. Having both severe IBD and mental health disorder negatively affected post-secondary educational attainment.

Prevalence of depression and association to socioeconomic position. Results from the Lolland-Falster Health Study

Purpose To describe the prevalence of self-reported depression in a socioeconomically deprived area in Denmark and the association to socioeconomic position (SEP) defined by education, occupation, and being in financial strain. Method 13,955 adults completing the Major Depression Inventory (MDI) in the Lolland-Falster Health Study questionnaire were included. Multivariate logistic regression on symptoms of depression based on MDI sum score and ICD-10 scores, associated to education, occupation, and financial strain – unadjusted and adjusted for sex and age group. Results We found a prevalence of depression at 2.7% using the ICD-10 category, at 7.6% using the MDI sum score, and a very strong association between symptoms of depression and SEP. The adjusted odd ratios (aORs) for depression for each socioeconomic group compared to the opposite showed that having no postsecondary education was associated with an aOR of 2.9; being temporarily out of job with an aOR of 7, and being in financial strain with an aOR of 8. Using more strict criteria for depression (ICD-10), showed an aOR of 4 when having no education, an aOR of 8 when temporarily out of job, and an aOR of 10 for positive depression when in financial strain. Conclusion Symptoms of depression are strongly associated to SEP. Estimations of the prevalence of depressive disorders in population studies should take this into account. We estimate a more accurate prevalence of depressive disorders to be at 7.6% in this socioeconomically deprived area of Denmark.

Plans, Progression and Post-Compulsory Education: Measuring the Success of a School–University Widening Participation Programme in Ireland

It is widely recognised that addressing inequality in tertiary education is a complex and multifaceted issue. Studies involving students from lower socio-economic backgrounds consistently show that educational disparities exist at the post-secondary education level, with these students’ encountering obstacles in both accessing and completing tertiary education compared to their wealthier counterparts. Understanding how widening participation interventions may influence young people’s post-compulsory education is an important part of addressing the participation gap. This paper investigates longitudinal data from 227 students in Dublin, Ireland, who were attending post-primary schools located in areas that have low progression to tertiary education. The paper examines the extent to which students’ post-secondary plans, formulated in their final year of secondary school, are realised six months after graduation. The paper continues to examine the influence of external interventions provided by an Irish university’s widening participation (WP) programme on secondary school students’ progression to post-compulsory education. Taking into account contextual factors (e.g., gender, ethnicity, school type, parental education, parental support), this paper examines how WP programmes in secondary school impact post-school progression. Programme engagement (guidance outreach activities) was associated with 4.91-greater odds of post-secondary education once other contextual factors had been controlled for. Participating in mentoring programmes did not have a significant influence on post-secondary progression. Findings in relation to these are discussed, and recommendations for how practitioners and policy makers can approach widening participation outreach programmes with secondary school students are highlighted.

At the Crossroads: Postsecondary Education Access Opportunities and Constraints for Rural Black Students

Abstract: This longitudinal qualitative study delves into the nuanced dynamics of postsecondary education access and choice for 23 rural Black students during their senior year of high school. Employing a multifaceted methodological approach encompassing interviews, visual data, and geospatial data, this research illuminates conditions that influence postsecondary education access and opportunity for rural Black youth. Results highlight how postsecondary education opportunity for rural Black students is shaped by local Black social networks, institutional contexts and climates, proximity to hometown, postsecondary education costs and affordability, as well as the intersecting forces of class, racial, and spatial inequities. This study also demonstrates how participants' meaning making of these conditions changed over time, thereby influencing their postsecondary education trajectories and decision-making processes. This research contributes insights into the shifting dynamics, meaning making, and forces that shape postsecondary education access for rural Black youth over time, providing implications for creating more equitable postsecondary education opportunities for rural Black youth.

Gender differences in knowledge about COVID-19 among youth in post-secondary education and training institutions in South Africa

ABSTRACT Evidence shows that improved understanding of knowledge about COVID-19 transmission, symptoms, and prevention is crucial for effective epidemic preparedness and management. Given gender differences in vulnerability and the different ways that young people responded to the pandemic, this paper investigated gender differences in COVID-19-related knowledge among youth in post-secondary education and training institutions in South Africa. Data from 6,681 respondents showed that the youth correctly answered 65.1% questions about COVID-19. The respondents’ overall knowledge of COVID-19 transmission (82.6%) and preventive practices (75.6%) was relatively high, compared to their knowledge about symptoms (57.5%). Females (65.8%) were marginally more knowledgeable than males (64.3%), and the difference was statistically significant (p = 0.021). The knowledge levels differed by gender, with females more knowledgeable about COVID-19 than males. The findings suggest that information and awareness campaigns aimed at improving public health knowledge should be tailored, taking gender, age, and other sociodemographic variables into consideration.

Minding the Gap: The Future of Higher Education Equity through Primary and Secondary Schooling

Abstract: The Presidential Address critically reviews the growing inequalities in the U.S. higher education system, focusing on access and completion disparities among different socioeconomic and racial groups. Despite progress in increasing access to postsecondary education, significant gaps remain in its quality and the completion rates. K-12 and higher education is rather one interdependent system and access to postsecondary education shall start with equalizing schooling academic experience. Existing statewide programs that aligned school and postsecondary education are good examples on a local scale, but a systemic approach is needed to minimize inequalities across the country.

RACE, PRODUCTIVE ACTIVITIES, AND COGNITIVE FUNCTIONING IN THE HEALTH ABC STUDY

Abstract Productive activities (working and volunteering) promote older adults’ purpose in life, physical activity, and social support and may improve cognitive functioning. We hypothesized older adults working or volunteering will have higher cognition, and each productive activity will attenuate the relationship between race and cognition. We used the Health ABC study, a cohort of community-dwelling, well-functioning Black (48.4%) and White (51.6%) older adults aged 70-79 in year 1 (n=2,996). Our linear mixed-effects models included race, working or volunteering, gender, age, education, smoking, the 400-meter walk, diabetes, and racial interactions with each productive activity in year 1 and the Teng 3MS in year 11. In our working model, working and its racial interaction were not significant. Older Black vs. White adults scored -4.4 points lower; women, a high school degree or some post-secondary education, and former vs. never smokers related to higher; and each additional year of age and diabetes related to lower 3MS scores. In our volunteering model, volunteering was not significant. Older Black vs. White adults scored -5.2 points lower; women, a high school degree or some post-secondary education, and former vs. never smokers related to higher; each additional year of age and diabetes related to lower; and older Black vs. White volunteers scored 2.0 points higher 3MS scores. While racial disparities in 3MS scores existed in both models, older Black volunteers were cognitively protected. Our policy implication is to invest in older adults’ volunteering as social determinant interventions to maintain cognitive functioning and reduce racial disparities.

Exploring Evolving Perspectives: Research Trends in Attitudes Toward STEAM Education

As the number of scholarly publications on STEAM education grows rapidly, international reviews examining its status and trends are pivotal for advancing the field. This study examines the evolution of attitudes toward STEAM education from 2020 to 2024 through a systematic analysis of research literature. The study reveals a notable increase in contributions from Spain, Taiwan, and Turkey, followed by significant input from the USA, China, and Jordan. In research groups, there is a growing focus on teachers' attitudes, alongside continued interest in K-12 and post-secondary STEAM education, indicating shifting research priorities. As for research topics, findings reveal a predominant focus on K-12 learner experiences, alongside significant attention to teaching practices, and emerging interest in post-secondary STEAM education, indicating a comprehensive approach to addressing educational needs across different levels. This review provides valuable insights into recent trends in attitudes toward STEAM education, providing a comprehensive overview of this evolving field.

AGE-RELATED DIFFERENCES IN EVERYDAY SOLITUDE SEEKING WHEN TIME WITH OTHERS FEELS LESS DESIRABLE

Abstract People spend a significant amount of time by themselves. This project seeks to investigate one potential motive underlying solitude seeking in daily life, namely, to disengage from undesirable social interactions. Social relationships and interactions often involve obligations to others, particularly so in collectivistic cultures; meeting obligations can be taxing when social demands exceed one’s capacity. Seeking solitude may be a way to reduce obligation-related social strains. Additionally, there may be age-related differences in motive strength considering age-related differences in social relationship structures, with higher obligatory demands placed on younger adults (e.g., work, childcare). To examine these ideas, we used 610 repeated daily life assessments (2 times per day for 10 days) collected from an adult lifespan sample of 51 Koreans (Age range: 22-71 years; 65% female, 98% some postsecondary education). Everyday assessments of preference for solitude were predicted by the extent to which previous-day social interactions were deemed voluntary and by their interaction with age. Results based on multilevel modeling showed that while previous-day reductions in voluntary social interaction ratings were not significantly associated with next-day increases in preference for solitude, those who reported generally lower levels of voluntary social interactions showed generally higher preferences for solitude (OR = 0.70, p =.001). Age moderation was significant in the predicted direction with younger age being associated with higher preference for solitude from lower voluntary social interactions (OR = 1.02, p =.002). These results highlight a possibly restorative function of solitude that plays out differently across the adult lifespan.

Risk perception and mpox vaccine acceptability among people living with HIV in northern Nigeria.

There is a dearth of information regarding mpox risk perception and vaccine acceptance among people living with human immunodeficiency virus (HIV), especially in countries with a dual burden of HIV and mpox, such as Nigeria. We used an explanatory mixed methods design and structured questionnaires administered to a clinic-based sample of people living with HIV (n=430), followed by in-depth interviews with a purposive subsample (n=20). Data were analysed using binary logistic regression and the framework approach. More than one-third (38.1% [n=164]) of the respondents self-perceived a high risk of mpox and 64.4% (n=277) indicated a willingness to receive the vaccine. Willingness to accept the mpox vaccine was positively associated with male sex, older age, non-Muslim faith, unmarried status, post-secondary education and current civil service employment. The odds of accepting the mpox vaccine was also higher among respondents who perceived mpox as a serious disease (adjusted odds ratio [aOR] 1.41 [95% confidence interval {CI} 1.12 to 2.35]), self-assessed a higher risk (aOR 1.66 [95% CI 1.19 to 3.06]) and were concerned about contracting the disease (aOR 1.78 [95% CI 1.12 to 3.94]). Reasons for hesitancy included anxiety about vaccine-antiretroviral drug interactions, low risk perception, perceived protection from antiretroviral treatment, the newness of the vaccine, mistrust of authorities and pharmaceutical companies and concerns regarding vaccine safety. Mpox risk perception and vaccine acceptance were suboptimal. Vaccine acceptance was influenced by sociodemographic, perceived susceptibility and health behaviour-related factors. Targeted risk communication will enhance acceptance of mpox vaccination among people living with HIV in Nigeria.

Autonomy Supportive Teaching Behaviors: Perceptions of Teachers in Special, General, Gifted, and Bilingual Education Settings

ABSTRACT Autonomy is a major predictor of post-secondary education, social-emotional well-being, and positive life outcomes. Autonomy-supportive learning environments are crucial for increasing students’ behavioral, emotional, and cognitive engagement as well as preparing students for successful post-secondary outcomes. The direct teaching of autonomous learner skills is not part of the general or special education curricula. Teacher beliefs and perceptions are associated with the level of autonomy-supportive practices put forth in the classroom. Therefore, the purpose of this study is to examine the direct and indirect effects of teachers’ perceptions concerning the importance of autonomy-supportive teaching, their capacity to execute autonomy-supportive teaching behaviors, and their perceptions of their student’s ability to engage in autonomous behaviors on teachers’ self-reported implementation of autonomy-supportive teaching behaviors. This study examined teachers’ perceptions in general, special, gifted, and bilingual education settings. Results indicate that teacher beliefs and perceptions are significant antecedents of employing autonomy-supportive teaching behaviors.

Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States

ABSTRACTBackgroundSince 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes.MethodsThis study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13‐year period.FindingsThis analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs.ConclusionsThe TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally.

A Qualitative Analysis of Student Perspectives of Their Post-secondary Nutrition and Dietetics Program, Courses, and Instructors: Applying a Critical Pedagogies Perspective

Postsecondary dietetics education is in a time of transition in Canada and specifically in Manitoba. We sought to qualitatively investigate this cohort’s perspectives on the University of Manitoba’s dietetics program. In 2020/21, interviews were conducted with undergraduate dietetics students as well as dietetics interns and graduate students who had recently completed the undergraduate dietetics program. We recruited 25 participants, all of whom self-identified as female, with 60% identifying as white, with an average age of 25 years old. Informed by critical pedagogy, our analysis yielded four themes: motivations for studying dietetics; learning outside the classroom; development of critical awareness; and uncertain career futures and training improvements. Social media featured in each of the themes, particularly in how it exposed participants to various social justice movements. While students acknowledged developing more critical awareness in their programs, they nonetheless felt a disconnect between what they perceived they needed to learn and what was taught. Participants also described uncertainty associated with the future directions of their program or career. Analysis of their perspectives reveal ways dietetics and dietetics education could further incorporate critical pedagogies that highlight social justice issues, enhancing the field’s potential to contribute to public health and health promotion. In this time of transition for dietetics education in Manitoba, drawing inspiration from perspectives of this cohort, there is an opportunity for dietetics and pedagogy to evolve. There is also potential to apply critical pedagogy to analyze trainee perspectives of other health professional education and training programs.

Factors of Career Development Impacting Transition for Young Adults with Autism Spectrum Disorder

Factors related to career development impacting the transition from high school to early adulthood were examined for young adults with autism spectrum disorder (ASD). Participants included five individuals with ASD who had recently graduated from a high school in a north-central U.S. state and nine parents of those individuals. Participants completed a survey, which was analyzed and used to conduct focus groups. Seven parents participated in focus groups. The study revealed that the individuals with ASD had several barriers to gaining employment or attending post-secondary education and that individuals’ career paths were continuously changing. Additional areas of importance that emerged were job interviews, Division of Vocational Rehabilitation (DVR) support, and knowledge of ASD. Results indicated that, at the time of the study, 56% of participants were not employed nor were they attending post-secondary schooling, 22% were unemployed and enrolled in college, and 22% were employed. This study revealed that there is a need to improve supports and services available both in high school and upon graduation in order to address as many barriers as possible. Areas to consider include the post-secondary transition plan (PTP), transition services in high school (i.e., interview skills), summary of performance document, increasing student independence while in high school, and improving DVR services.

Working to Work: Gaining Employment After Inclusive Postsecondary Education

ABSTRACTBackgroundIndividuals with intellectual disability in the United States have historically been underemployed due to societally constructed barriers. Recently, more individuals with intellectual disability have been attending Inclusive Postsecondary Education (IPSE) programmes, which have contributed to improving their employment outcomes.MethodsThis qualitative study analyzed the experiences of five graduates from one IPSE programme who completed an internship during their programme. Semistructured interviews were used to discuss their IPSE internship experiences, current employment and future goals. Transcripts were coded and analyzed inductively.FindingsAt the time of the interviews, each participant had competitive employment. The findings illustrated two significant categories of resources used to gain employment postgraduation: internal university resources such as university staff, course content, work sites and networking groups; and external university resources, including parents, community service agencies and the Internet.ConclusionsAlthough external university resources were important to the participants in this study, they may be an area of inequity when considering the intersectionality of disability and other marginalized identities such as race and socioeconomic status. To combat any lack of external resources a student may have, IPSE programmes should plan to address potential inequities programmatically.

Choosing Post-Secondary Vocational Education Pathways: Narratives of Young Adults with Previous System Involvement

Choosing Post-Secondary Vocational Education Pathways: Narratives of Young Adults with Previous System Involvement

Special Education Teachers’ Practices in Preparing Students With Disabilities for Postsecondary Education in Saudi Arabia

Special Education Teachers’ Practices in Preparing Students With Disabilities for Postsecondary Education in Saudi Arabia

How powerful are promises? A comprehensive review of the causal mechanisms and outcomes of ‘free college' programs in the United States

ABSTRACT How much postsecondary education costs families, and how much is publicly financed, varies immensely across countries and the proper balance is hotly debated. The United States, despite having a highly privately financed system, is home to hundreds of local and provincial (i.e. state) ‘free college' programmes. I review the growing literature on these programmes, discussing postulated causal mechanisms through which they may work and summarizing effects on students, communities and colleges, with an emphasis on causal evidence. Most proposed mechanisms lack empirical support or are implausible for most existing programmes. Programmes are consistently found to change postsecondary destinations and increase enrolment at eligible colleges. Less consistently, they boost postsecondary participation and gross educational attainment, while evidence for positive effects on postsecondary performance and attainment net of participation is mixed. There is insufficient or inconsistent evidence for effects on secondary school performance, post-college income, or inequality reduction according to gender, race, or socioeconomic status.