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The Inclusion of Persons With Disabilities in Engineering Education and Careers

The Inclusion of Persons With Disabilities in Engineering Education and Careers
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Author(s): Yvette E. Pearson (Rice University, USA)and Quincy G. Alexander (US Army Engineer Research and Development Center, USA)
Copyright: 2021
Pages: 22
Source title: Implementation Strategies for Improving Diversity in Organizations
Source Author(s)/Editor(s): Claretha Hughes (University of Arkansas, USA)
DOI: 10.4018/978-1-7998-4745-8.ch009

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Abstract

The Americans with Disabilities Act (ADA) and other laws have made strides towards equity and inclusion for persons with disabilities in the US. Despite this, challenges persist both in higher education and the workforce, particularly in science, technology, engineering, and mathematics (STEM) fields. While students with disabilities indicate interest in and intent to major in STEM disciplines at the same rate as their peers without disabilities, they are not retained through graduation at the same rates, and thus remain underrepresented among STEM graduates and professionals. Those who do complete STEM degrees experience higher unemployment rates and lower average salaries than their colleagues without disabilities. For engineering innovations to optimally serve society, the engineering profession must be representative of society. And this must go beyond counting the numbers; inclusion of diverse perspectives is a must. This chapter shares challenges, opportunities, and strategies for inclusion of persons with disabilities in engineering education and practice.

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