Postsecondary pathways and persistence for STEM versus non-STEM majors: among college students with an autism spectrum disorder.
Autistic students in STEM majors transfer from two-year to four-year colleges at twice the rate of non-STEM peers.
01Research in Context
What this study did
Jing et al. (2014) tracked college students with autism who started at two-year schools.
They asked: who keeps going and who moves on to four-year universities?
Most students studied STEM majors like math or engineering.
What they found
STEM majors were twice as likely to transfer to a four-year college.
Eight out of ten students began at community college and many stayed.
The pathway worked best for students who liked science and numbers.
How this fits with other research
Bonardi et al. (2019) adds a warning: students with ADHD or girls with autism often feel less ready for college life. These stressors could slow STEM success even when grades are strong.
Whelan et al. (2021) seems to disagree. They found that autistic middle-schoolers feel lonely and anxious after switching schools. The upbeat college data look opposite, but the kids are much younger and the setting is different. College is chosen, not assigned, so students may already feel safer.
Hamama et al. (2021) followed autistic young adults after university. They describe leaving school as scary yet freeing. Together the studies paint a timeline: early transitions can hurt, college can work, and planning for life after graduation remains vital.
Why it matters
If you counsel college-bound teens with autism, steer the STEM-interested ones toward community college STEM tracks. Pair that plan with mental-health screening, especially for girls or students with ADHD. Keep supports in place after transfer and after graduation to keep the momentum going.
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02At a glance
03Original abstract
Little is known about postsecondary pathways and persistence among college students with an autism spectrum disorder (ASD). This study analyzed data from the National Longitudinal Transition Study-2, 2001-2009, a nationally representative sample of students in special education with an ASD who progressed from high school to postsecondary education. Findings suggest that most college students with an ASD enrolled in a 2-year community college at some point in the postsecondary careers (81%). Those in science, technology, engineering and mathematics (STEM) fields were more likely to persist in a 2-year community college and were twice as likely to transfer from a 2-year community college to a 4-year university than their peers in the non-STEM fields. College persistence rates varied by gender, race, parent education level, and college pathway and major. Educational policy implications are discussed.
Journal of autism and developmental disorders, 2014 · doi:10.1007/s10803-012-1700-z