The Impact of Attitudes and Access to Mentors on the Interest in STEM for Teens and Adults who are Blind

Edward C. Bell, Ph.D.; Arielle M. Silverman, Ph.D.

The Impact of Attitudes and Access to Mentors on the Interest in STEM for Teens and Adults who are Blind

By Edward C. Bell, Ph.D., and Arielle M. Silverman, Ph.D.

Edward C. Bell, Ph.D., is the director of the Professional Development and Research Institute on Blindness at Louisiana Tech University.

Arielle Michal Silverman, Ph.D., is the founder and principal consultant of Disability Wisdom Consulting in Silver Spring, Maryland.

Abstract

This study was based on a larger survey of access to math and science for teens and adults who are blind or visually impaired. Data were collected in late fall of 2016. The findings of this study indicate that teenagers have a high interest in math and science, but this interest is often diminished due to real or perceived barriers to access of the curriculum. Most teenagers also cited a teacher or other role model who supported their math and science learning. We also surveyed a group of adults who reported similar barriers to access. For the adults, having a mentor or role model was marginally associated with the choice to pursue a math or science career. Aspiration and employment in STEM-related fields seems to be associated with finding access to STEM-related content and having encouragement from parents and mentors. Implications for practitioners suggests that more work needs to be done in eliminating physical barriers to STEM curriculum and more opportunities for mentorship should occur.

Keywords

Access to STEM, blind teens, adults, attitudes towards STEM, mentoring

Introduction

Young people with disabilities consistently lag behind nondisabled peers in many post-education measures, including rates for high school graduation, employment, postsecondary education, and independent living (Wagner, Newman, Cameto, Levine, & Garza, 2006). Cameto and Levine (2005) reported that two years after high school graduation, only 46% of youth with disabilities held jobs while 59% of nondisabled youth were employed. Additionally, 14% of students with disabilities attended postsecondary school in comparison to 53% of nondisabled peers. Two years after high school graduation, 37% of young adults with disabilities lived independently compared to 60% of young people without disabilities. The number of young people with disabilities working full-time has not only decreased, but the average wage for employed disabled youth when adjusted for inflation has decreased as well (Wagner et al., 2006).

Blindness is a low incidence disability and by the nature of the disability, it is isolating. A young person who is blind or significantly visually impaired is unlikely to know positive role models who are themselves visually impaired and have the knowledge and experience to foster success. Vocational rehabilitation counselors, teachers, and parents are often unaware of potential career opportunities for young people who are blind; consequently, they cannot provide sufficient support. Without such support, a young person who is blind or significantly visually impaired is likely to make career decisions, or indecisions, based on a lack of information. As a result, many students who are blind/visually impaired continue to exit the education system without a plan for their future, without career or life goals, and, more fundamentally, without information as to career potentials or opportunities.

Employment is a major goal for most individuals with disabilities. It is therefore important to examine the factors that contribute to or serve as impediments to the ultimate goal of employment. Research has demonstrated that participation in two or more jobs while in school and the use of social networks to find employment are positive predictors of post-education competitive employment for both young women and men with disabilities (Doren & Benz, 1998). Nevertheless, young women with disabilities were less likely than young men to have job experiences while in school or to use social networks to find a job. For young women with disabilities, family income, self-esteem, and the interaction of family income and self-esteem were strong predictors of post-education competitive employment (Doren & Benz, 1998).

Hasazi, Johnson, Hasazi, Gordon, and Hull (1998) conducted research indicating that youth with disabilities experienced higher unemployment rates, lower wages, fewer fringe benefits, less hours, and employment positions requiring less skill than non-disabled peers. In spite of the fact that unemployment rates were relatively high among non-disabled youth (i.e., between 15% and 18%), these youth were almost twice as likely as those with disabilities to be employed in full-time positions (Hasazi et al., 1998).

According to the study, differences in employment outcomes between youth with and without disabilities were particularly pronounced for female students. During the first year after high school, female students without disabilities were twice as likely to be employed as female students with disabilities. In the second year following high school graduation, female students without disabilities were three times as likely to be employed as disabled females. Although differences in unemployment outcomes between students with and without disabilities were relatively stable over time, students who began their employment careers as full-time workers were more likely to continue in full-time jobs during the second year following high school (Hasazi et al., 1998). Similarly, if a student was unemployed following high school, he or she was likely to remain unemployed during the second year out of high school (Hasazi et al., 1998).

Lack of a career goal, referral to appropriate employment agencies, self-advocacy, an appropriate mentor, and lack of follow-through all serve as concomitant work-related barriers. Nevertheless, the picture is not all bleak. School-to-work programs that provide familiarity with employing institutions, development of social networks, and appropriate employee roles may help youth with disabilities overcome these obstacles (Shandra & Hogan, 2008).

Attitudes about Disability

Attitudes about self which result from one’s group identity have a significant and meaningful impact on how youth engage in life activities. It has been demonstrated that race and class affect the post-high school employment of youth with disabilities (Shandra & Hogan, 2008). African American youth are significantly less likely to be gainfully employed, even after controlling for type of disability, educational attainment, and prior work experience. Hispanic and black youth also earn reduced hourly wages and are less likely to work full-time than white youth. Similar patterns emerge by income. Lower-income youth with disabilities make lower hourly wages and are significantly less likely to be engaged in education, employment, or training after high school than higher-income youth (Shandra & Hogan, 2008).

Mitigating these misconceptions can be done most effectively when one has a positive role model from whom he/she can learn. In the realm of social cognitive research, the impact of learning through vicarious experience (e.g., role modeling or mentoring) has been documented for decades (Bandura, 2000). Social cognitive research has demonstrated that two key mentor characteristics have an impact on program goals and outcomes of disabled youth: (1) whether the mentor has a disability, and (2) whether the mentor is a peer or an adult (Britner, Balcazar, Blechman, Blinn-Pike, & Larose, 2006).

The effect of contact with disabled persons on children's affect and attitudes depends on a number of variables, such as the nature of the contact and the type of disability. Thus, girls may more easily adopt a nurturing role toward disabled peers (Hazzard, 1983). Such a nurturing stance could be a first step toward more accepting attitudes. However, such nurturance also has the potential to become patronizing overconcern (Hazzard, 1983). In the final analysis, the extent to which non-disabled youth view youth with disabilities as requiring overprotection, nurturance, and pity will negatively impact egalitarian, reciprocal peer interactions. This, in turn, has the significant likelihood of negatively affecting how youth with disabilities view not only their own disability, but also view themselves as normal people. This negative perception of self ultimately demeans self-esteem, confidence, and self-determination.

Mentoring

“Research indicates mentoring can help youths develop skills, knowledge and motivation as they transition from high school to post-secondary education and employment” (Whelley, Radtke, Burgstahler, & Christ, 2003, p.42). Research further suggests that often disability has not been included as one of the populations targeted for mentoring programs (Sword & Hill, 2003). Although formalized mentoring models with youth who are blind/visually impaired are lacking, there is sufficient reason to believe that the need for assisting youth with disabilities to transition from school to work can effectively be addressed through a comprehensive program for mentoring (Beck-Winchatz & Riccobono, 2008; Britner et al., 2006). Mentoring has been demonstrated across education, employment, and community settings as a key factor in the attainment of academic and career success, as well as community integration (Whelley et al., 2003). Mentoring has been demonstrated across many settings to provide effective, lasting outcomes, and the factors contributing to mentoring success are well known (Britner et al., 2006; Campbell-Whatley, 2001).

Mentoring clearly has the potential to provide part of the solution to the challenges facing youth with significant visual impairments. However, the fundamental question remains: to what end should mentoring be focused? In other words, which factors serve as an impediment to success and can be effectively addressed through mentoring? Literature in the field suggests that knowledge of, and confidence in, making decisions related to career interests, (Betz & Luzzo, 1996; Kohler & Field, 2003; Shandra & Hogan, 2008), social skills, self-determination, hope (Britner et al., 2006; Stang, Carter, Lane, & Pierson, 2009), attitudes about, and acceptance of, one’s disability (Beck-Winchatz & Riccobono, 2008; Hall & McGregor, 2000; Hazzard, 1983) must be addressed if youth with disabilities are to compete with their non-disabled peers effectively.

Attitudes about STEM

Although there is little research about blind people’s attitudes towards STEM, there is some data that helps us understand their perceptions. There are significantly fewer people with disabilities who earn Ph.D.’s in STEM fields, as well as fewer people with disabilities employed in STE, careers (Supalo, Isaacson, & Lombardi, 2014). In one study, out of 69% of blind students who found science interesting, 8% said they would seek a degree in the sciences in college (Supalo, Isaacson, & Lombardi, 2014). This may be due to a lack of hands-on experience in science. The same study mentioned above showed that the lack of hands-on experiences in STEM fields afforded to blind people may lead to lower belief in their capability to succeed in these areas (Supalo, Isaacson, & Lombardi, 2014).

This lack of hands-on experience is due to several factors. One of these factors is that blind students are not often allowed to do their own work in science labs. Often, they are assisted by sighted lab partners who complete the experiment while they give instructions (Supalo, Isaacson, & Lombardi, 2014). Though the blind student may have a basic understanding of the experiment, this does not teach him or her how to actually complete the steps independently. This may promote the belief that a blind student is not able to be successful in a career in the STEM field due to their inability to autonomously accomplish scientific processes (Supalo, Isaacson, & Lombardi, 2014).

However, if accommodations are made for blind students, they may be more capable of completing these types of experiments.

Accommodations, however, are frequently not provided for blind children when it comes to the STEM fields. According to one study, teachers see braille as a difficult accommodation to make for students, although they find it to be most necessary for success (Hawley, Cardoso, & McMahon, 2013). Tactile graphics are also accommodations that may be poorly done or not present at all (Hawley, Cardoso, & McMahon, 2013). Since tactile graphics are necessary for the completion of many STEM-related tasks, this presents a problem for students who are just learning about certain aspects of math and science. One article also stated that TVIs may be intimidated by providing accommodations for students in the realms of science and technology (Supalo, Isaacson, & Lombardi, 2014). This leads to children not being successful in these areas and therefore not pursuing these careers.

There are, however, things we may be able to do to improve blind students’ attitudes about STEM. One thing that researchers recommend is maintaining high expectations for students (Bargerhuff, 2013). Researchers also recommend collaboration between general and special education teachers and the provision of accommodations when necessary (Bargerhuff, 2013).

Professional development seminars are also helpful in preparing educators to deal with issues surrounding increasing the involvement of people with disabilities in STEM (Rule & Stefanich, 2012). At one STEM centric school, these techniques were implemented, and they resulted in successful outcomes for students with disabilities (Bargerhuff, 2013).

Research has also shown that role models can improve people’s belief in their ability to succeed in the STEM field (Wright & Moskal, 2014). Since blind people are underrepresented in these areas it can be difficult to find role models for blind students. However, supportive teachers with high expectations who know how to accommodate and promote independence for children with disabilities may be helpful for improving students’ attitudes about their possible success in STEM.

As illustrated by the research above, students with disabilities are underrepresented in the STEM fields as a whole. This is due to a range of factors including lack of accommodations, lack of expertise among teachers, and lack of role models. This systemic exclusion of blind children from these areas leads to fewer adults pursuing degrees in the sciences and therefore fewer blind individuals having careers in STEM. This lack of inclusion also shapes the perceptions of blind people and those who work with them about their capabilities for success in STEM. It creates the assumption that blind students are unable to do STEM-related work independently and that they will not have a possibility of a STEM career in the future. Professionals who work with blind students can improve these attitudes by providing reasonable accommodations, allowing students to meet role models when possible, and maintaining high expectations for students.

The Current Study

Data for this study were taken from the Access to Math Survey which took place in late 2016. For this analysis, both teens and adults were asked about their attitudes towards math and science-related subjects and their experiences in school. We present a mixed-methods analysis of both quantitative and qualitative results.

Research Questions

RQ1: What are the attitudes towards math and science as expressed by individuals who are still in school?
RQ2: To what extent does the attitude or support of adults affect the access to STEM courses for teenagers?
RQ3: What are the attitudes towards math and science for adults who are in college and/or in the workforce?
RQ4: To what extent were the career choices of adults associated with support of others or access to STEM-related information?

Methods

Participants

For the teen survey, 71 individuals between the ages of 9 and 18 provided survey responses. The average age of these 71 youth was 14.62 years (SD = 2.6, Range = 9-18). These individuals were 43 females (60.56%) and 28 males (39.44%), who resided in 33 different states, including: AL, AZ, CA, CO, CT, FL, GA, IA, IL, IN, KY, LA, MD, MI, MN, MO, NC, ND, NJ, NV, NY, OH, OR, PA, SD, TX, UT, VA, VT, WA, WI, and WV.

These teens were 39 white or Caucasian (54.93%); nine Asian American, Asian (12.68%); nine Hispanic, Latino (including Puerto Rican) (12.68%); one Native American, Alaska Native (1.4%); five African American, black (5.63%); three who said Other (4.23%); and six who preferred Not to Answer (8.45%).

Teens were asked what grade they were currently in, and 11 were in elementary school (15.49%), 16 were middle or junior high (22.54%), and 44 were high school (61.97%). More specifically, four were in fourth grade (5.63%), seven were in fifth (9.86%), there were three in sixth (4.23%), six were in seventh (8.45%), seven were in eighth (9.86%), five were ninth (7.04%), 12 were in tenth (16.90%), 15 were in eleventh (21.13%), and 12 were in twelfth grade (16.90%).

For the adult sample, valid data were obtained from 123 adults. The adults ranged in age from 18-73 years with an average age of 35.90 (SD = 14.16). There were 80 females (65.04%) and 43 males (34.96%) in the sample. The participants resided in 36 different states: AL, AR, AZ, CA, CO, CT, DC, FL, GA, IA, IL, IN, KS, KY, LA, MA, MD, ME, MI, MN, MO, MT, NC, NE, NH, NJ, NM, NY, OH, OR, PA, TN, TX, VA, WA, WI, and WV.

Ninety-one participants (73.98%) were white or Caucasian, 11 (8.94%) were Asian American, eight (6.50%) were Hispanic, one (.81%) was Native American, four (3.25%) were African American or black, one (.81%) reported their ethnicity as “other”, and seven (5.69%) did not report their ethnicity.

The adults were asked what year of college they had most recently completed. Eight (6.5%) said freshman, ten (8.13%) said sophomore or AA degree, eight (6.5%) said junior, 24 (19.51%) said senior or completed bachelor’s degree, 15 (12.2%) said post-baccalaureate coursework, 33 (26.83%) said master’s degree, 16 (13%) said doctoral degree, and eight (6.5%) said “other”.

Procedures

Both the teen and adult sample completed an online survey between November and December 2016. The overall survey included demographic questions, interest in STEM-related courses, familiarity with braille math, availability of accommodations, mentorship, access to digital math platforms, and aspirations for a career. For this paper, we summarize quantitative and qualitative findings regarding the students’ attitudes toward math and science, career aspirations, and mentorship.

To measure attitudes toward math and science, both the teens and adults were asked to rate their overall attitude toward each subject on a scale from 1 (I hate math/science) to 10 (I love math/science). Participants also rated how easy or difficult each subject was for them, using a scale from 1 (extremely hard) to 10 (extremely easy). The participants were then invited to provide open-ended comments explaining their feelings about math and science.

To measure career interests, teen participants were asked to describe their “ideal job or profession” and then to report whether or not they had considered a career in STEM. These responses were categorized as either interested or uninterested in a STEM career. Adult participants answered these same two questions, and they were also asked to provide their college major(s). Based on examination of responses to these three questions, the teens were categorized as either STEM-aspiring (interested in a STEM career) or non-STEM-aspiring (interested in a non-STEM career). The adults were categorized as either STEM-aspiring (or working in STEM), non-STEM-aspiring (studying or working in other fields), or formerly STEM-aspiring (meaning that they had majored in or considered a STEM field at one time but switched to a non-STEM career later).

To measure mentorship experiences, both the teens and adults were asked, "Looking back, can you think of one specific person who supported you most in STEM or who was a special mentor or role model for you?" Participants who answered “yes” were prompted to describe the relationship they had with this individual, and to write comments describing how this individual helped them succeed in STEM. They were then invited to write about others in their lives who supported them in STEM, if desired.

Results

Teen Participants

Attitudes Toward Math and Science. The teens reported fairly favorable attitudes toward math (M = 5.96, SD = 2.68) and thought that math was moderately difficult (M = 5.06, SD = 2.21). They had more favorable attitudes toward science (M = 7.45, SD = 2.60) and thought that science was slightly easier than math on average (M = 5.98, SD = 2.33). Some of the open-ended comments regarding feelings about math and science included:

What I like about math is that I like to try to problem solve things. What I don't like about math is the accessibility portion, and how many hoops in battles I have to fight to try to get what I deserve.
In both math and science I struggle with understanding the tactile graphics and other mostly visual concepts. I am okay when a sighted person is willing to explain the graphics to me, and then I can understand what the graphic is trying to illustrate.
I am planning to major in Experimental Physics, but it seems rather difficult due to vision issues. I love both Math and Science, but with Science it's rather difficult to engage in since many of the units require vision and most aren't low vision friendly.
I love solving the "puzzle" of algebra and geometry, but it is frustrating for me to plot points and lines. The concepts of math are easy to me, but my vision causes me to work slower, and this has impacted the course load I can take in math; I am capable of doing higher maths but I cannot keep up because I am too slow. I love science and would like to be a biology major someday. However, labs are very stressful and not enjoyable for me because I often am required to rely completely on my group members for measurements and observations. This leads to group tension, as I am a perfectionistic person and want to make sure that these are correct.

STEM Aspirations. Of the 48 participants who answered questions about their career aspirations, 24 of them (50%) expressed interest in a STEM-related profession. Examples of professions included physics professor, doctor, aerospace engineer, or computer scientist. Comments from these individuals included:

I had not originally but did after successes in physics in ninth and eleventh grades. STEM courses are challenging, especially as a blind student, and to be successful in them is a testament to perseverance, learning, etc. Being able to contribute to some area of STEM as a blind person would be a major step in breaking barriers.
Yes. Science is my obsession.
I want to do computer science because I like tech and computers.
Yes in the science field because I enjoy science, primarily biology or anatomy.
Yes, because I found out that some people are working with NASA who are blind. I find space intriguing. I also know that I went to a STEM related program through the NFB, and it taught me a lot.
I have considered it (my dream job is in a STEM field), but I have encountered a lot of accessibility barriers that make me wonder if it is possible.

For the participants who were not interested in STEM, career aspirations included lawyer, teacher, or musician. Their comments included:

As my vision changed, my interests changed.
No, I have not considered a job in the STEM field because I believe that they are not my strongest subjects.
No, because that sounds boring and it doesn't appeal to me. I'm more interested in the arts.
No; I'm more linguistic and artistic; I'm not mathematically-thoughtful.
No, I would be miserable if I did that. I love music, not science.

Mentorship. Of the 49 participants who answered the mentoring question, most (82%) identified an individual who supported them in STEM or who served as a mentor. Among those with a mentor, 20 participants (51%) aspired to work in STEM, while a slightly lower proportion of the nine participants without a mentor (four participants, or 44%) aspired to work in STEM.

When asked, "What is or was this person's relationship to you?" the most common response was a schoolteacher (45%), followed by a parent (25%), another family member such as a sibling or grandparent (8%), aides or braillists at school (8%), a TVI (5%), a counselor at a summer program (3%), a family friend (3%), or “other” (3%).

When participants were asked to tell about this person and how they supported in STEM learning or acted as a role model, comments included:

While my vision was deteriorating, my third grade teacher made accommodations (before an IEP was in place) and she had science experiments in class every week. So much fun.
This teacher was my Chemistry teacher. She stayed after school sometimes and made sure all of her students understood each concept. She never used the word impossible, she said that she didn't know how something works or what to do, but she was willing to try anything.
Both my Advanced and AP Physics teachers have supported me throughout my education. They were always willing to accommodate where necessary, but at the same time helped me become the best I could be. They fostered intellectual growth in an encouraging but understanding manner.
My ninth grade physics teacher emphasized hands-on projects, and my eleventh grade physics teacher designed a Vernier caliper for use by blind students. It's basically a measuring tool that allows people to measure objects to thousandths of centimeters.
Ever since I was young, my mother has supported and mentored me throughout my education. She has advocated for me so all my STEM classes are accessible to me.
My parents both have supported me in the STEM fields. They've always pushed me as well as I push myself. They encourage me to do whatever I want to do in the future.
My mom has done so much with me. She's helped me get through middle and high school by helping me do my homework in Math and science. She's certified in both math and science so she knows quite a bit about STEM.
I attended a science camp.
My dad fixes a lot of things and I want to be like him.
My dad always helps me with math homework. He's very good at math.
My brother is living with a spinal cord injury. He helps me learn about being an advocate. He is one of the most important people in my life.
My grandma returned to college 4 times, as she had to become a caregiver for different family members. She had to start the program over each time. In 1992, my mom received her Master's degree on Saturday. My grandma (her mom) received her nursing degree the very next day.

When asked to describe, "Besides this one mentor or role model, are there other important people in your life who have supported your STEM learning?" responses included:

There have been a few teachers but not a lot. Some teachers have told me that they don't want a blind student in their classes.
There was a math teacher who helped me in Geometry.
A blind computational chemist at the University of Minnesota Twin Cities, Tola Atewologun, who supports my intellectual explorations, and my mom, who keeps me on my toes by constantly reminding me about how important good grades are.
Yes the staff at the NFB camp helped supported me through the STEM program.
My mom took me to a NFB STEM workshop in Ohio.
My mom takes me to every possible STEM program. She even drives me into Washington state.

Adult Participants

Interest in Math and Science. Average liking for math and science were similar to those reported by the teen participants. On average, participants rated their liking of math at 5.86 (SD = 3.30, Range = 1-10), suggesting a slightly positive attitude. They rated their liking of science a bit higher, at 7.14 on average (SD = 2.81, Range = 1-10).

On average, the participants rated math difficulty at 5.06 (SD = 2.64, Range = 1-10) and science difficulty at 5.88 (SD = 2.48, Range = 1-10) suggesting that they thought science was slightly easier than math.

Some of the adult participants disliked both math and science, and examples of their comments were:

The only science I like is political science. I never got to do anything in science that wasn't sit and have sighted people tell you what's going on. Never picked up a scalpel, never lit a Bunsen burner, though I liked science much more than math I was never encouraged to do anything. And when I tried I was told to sit down and record the results for my sighted peers.
Math concepts come extremely slow to me. I've always struggled with it, so I don't enjoy taking math courses at all. I understand science better if no math is involved, which it often is.
My dislike for the subjects actually has nothing to do with the subject themselves but because of how hard it is for me to participate in them. I am not fast enough in braille to be efficient and I know almost 0 nemith code. I am unsure how to make math and science classes accessible to me as I had no examples from my school years to go off of, because large print and magnifying glasses were not working. I know that I will have to take several math and science classes at the college level, and I am nervous to begin them because I do not know how to make them work with my current braille skill levels and lack of knowledge of other accessible materials for these classes.

Comments from some of the participants who like science but not math were as follows:

I can do algebra fine, but hate anything to do with graphs or tactile graphics.
What I dislike about math is that its really complicated and visual. I like science only if they hands on experiments.
I hate math because I don't know how to do it. I love science because I'm curious about how the world works and the Waze science can make life better.
I hated math classes because the accessibility was so poor. However, many science topics are purely conceptual and don't require math, which is why I love science.
Math was pretty difficult for me in high school. This being said I wish I had an opportunity to take calculus for the sake of learning.
I have not pursued math classes beyond what is required of my major because of lack of room in my schedule and I was not confident that my university could support me fully for the math instruction to be accessible. Science also feels difficult but because I have a positive experience with physics, chemistry, and AP chemistry, I feel more confident about taking science classes. My science course experience in college has been mixed but definitely I have had professors who were extremely understanding and willing to make sure that I understand and do well in their courses.
I really dislike how difficult it is for me to access materials because I was never exposed to Nemeth code. I feel that if I had, I would enjoy the subjects much better and be able to excel in them.

On the other hand, some of the participants felt more comfortable with math than science. Some examples of their comments were:

There is a joy the way numbers can be used to help people.
I like some algebra and basic math, hate trig and advanced calculus and anything that involves geometry; enjoy most chemistry, despise biology, could care less about physics as I never had it.
If I can solve problems in my head, I'm fine; if it's basic math, it's OK, if graphics are involved, I hate it.
I think I would love math if I had a work flow that worked. I don't, which is why it is so difficult. I also think math should be a study of higher level math only and we should be using programming to begin with.
The problems are showing my work and reading my own work. For science, I don't like memorizing all the terms. Also, I find lab pointless if I could hear descriptions of what's happening at home on the computer rather from my aid who doesn't know what he is looking for.
I love math! The puzzle is awesome and it makes me feel awesome when I get it right. I do not like science very much because I do not like to apply math; I just like to solve things so that other folks can benefit from them.

Comments from participants who like both math and science were:

I have grown to have a much greater appreciation and interest in math and science as an adult. I think that gender expectations had an effect while I was growing up as well as teaching styles. I remember everyone telling me how hard math was growing up, and so it was. I did enjoy geometry in high school, though, and am very fortunate to have had a lot of exposure to tactile graphics.
Honestly, I think I would like math and science a lot more if I could see. I am good at doing math in my head and I enjoy the equations when I understand them. As for science, I find it interesting but everything is so visual that I get tired fast. So I guess I'm saying I don't like the visual aspect of it, especially charts, bar graphs, bell curves, etc.
I do not feel the subjects are difficult in and of themselves. I find both science and math interesting. However, accessibility is an ongoing problem.
I have taken applied math for management and macroeconomics and have enjoyed them. I use Nemeth on my BrailleSense, tactile graphics, and a human reader. As far as science, I enjoyed it in high school, but I think I would have difficulty studying extremely advanced science in college. I found science to be more challenging mostly because of the visual nature of the material, especially with respect to lectures and textbook materials. The instructor's lecture style and my ability to establish a connection with him/her or not was critical.
I used to have a huge mental block. This is because of my inability to see the board or read the textbooks, or to adequately do lab work. Because of that, I steered clear of them as an undergrad. I regret that very much because I think I'd have loved engineering, and probably would have been quite good at it. I very much enjoy problem solving. (I scored 99% on standardized math tests as a kid).
Accessability is the biggest barrier.
I like the ability to build knowledge layer by layer and to find patterns and discover new things. The world around me and how it operates fascinates me, and math and science give me the tools to explore and better understand it.

STEM Career Aspirations. Based on their responses about their ideal job or profession as well as their college majors, 47 participants (40%) were categorized as STEM-aspiring, eight participants (7%) were categorized as formerly STEM-aspiring, and the remaining 63 participants (53%) were categorized as Non-STEM aspiring.

Some examples of professions listed by the STEM-aspiring were: computer programmer, university chemistry professor, veterinarian, IT security, biomedical engineer, Episcopal priest specializing in environmental issues, genetic counselor, information technology (database administrator, network engineer, system architect, software engineer), social science researcher, computer programmer, math teacher at high school or community college, team leader in an engineering field, working in space science, and developing computer simulations of real life systems, to be used for analysis. Some of their comments included:

I'm having a great deal of trouble finding entry level work, but I intend to be a computer programmer or database administrator.
I plan to have a job in science, because I like science, but am worried about having to constantly deal with not having basic access.
I never considered a job in the STEM field until recently, and that is because I found math to be so challenging. Now that products such as the Accessible Equation Editor is being made, I believe there may be some hope of achieving this goal.
I majored in biology and was initially a pre-med student. I switched to psychology, but in many ways psychology is a STEM subject. I switched mainly because I found myself more interested in human behavior than human biology.
Over the years, I have always felt that it was in my best interest that I go into the sciences in my academic and professional life. I have the understanding that the world needs more thinkers in fields ranging from pure math to practical applications of environmental sciences, and those with disabilities (including myself) should have a say in deciding whether they can study and work in these. Worked as a computer programmer but found it rather tedious. But the technology for accessing computers wasn't as good then as it is now. In fact I was a computer analyst for a government department. Used computers, math, and science all of my working life. I found it difficult to find jobs where individuals would hire someone with a visual impairment. I have spent 18 months attempting to get a job in the sciences after graduating with a Bachelor's in biology and with a decent resume. Unfortunately, I am simply unable to perform any entry level positions in my field, and am being forced to either reconsider my field entirely, or sink myself into debt to go back to school so as to reach the point of having the slightest chance of being on a level playing field with my sighted counterparts. I am a computer programmer; I like it, it comes easily to me, and it pays good. I was originally a biology major but switched to psychology because my bio labs were so visual. I could not see anything in the microscope. I could not see the diagrams we were forced to draw. I could not visually identify the colors of plants, which was part of our lab final. I initially majored in computer science. However, I could not handle Calculus, primarily due to access. I eventually changed my major to English. I wanted to be a pharmacist at one point and then I wanted to do web design, coding wise. I decided those were too inaccessible. I wanted to be a doctor but was constantly told that it was too visual. I desperately wished I hadn't listened to them.

Of the eight participants who switched away from a STEM field, seven described accessibility barriers:

I wanted to become a doctor but my biology lab courses were too visual. I could not see anything in the microscopes or visually draw the diagrams/drawings we were required to do.
Occupational Therapist (I dropped out of the top OT graduate program in the country because I couldn't manage the math and science classes)
Yes. I was originally a biology major but switched to psychology because my bio labs were so visual. I could not see anything in the microscope. I could not see the diagrams we were forced to draw. I could not visually identify the colors of plants, which was part of our lab final.
I initially majored in computer science. However, I could not handle Calculus, primarily due to access. I eventually changed my major to English.
I wanted to be a pharmacist at one point and then I wanted to do web design, coding wise. I decided those were too inaccesable.
I wanted to be a doctor but was constantly told that it ws too visual. I desperately wished I hadn't listened to them.
Yes, I interviewed for a Botany job but realized I couldn't do anyting without a graduate degree in the subject. Since my limited vision was deteriorating, I switched career goals. Had I known what I know now about ethnobotany, I may have pursued this.

Only one participant switched for reasons besides accessibility, saying:

I wanted to do Cognitive Neuro Science research for a while, but it is pretty dry and it was easier for me to get a job in voc rehab so I did that instead. I needed job security. I wanted to know that I would "definitely" have a job so I took the most secure path instead of the most interesting path.

On the other hand, a number of the sample stated they did not aspire to have a STEM career. These individuals reported:

I teach and enjoy it.
I would like to be a Congresswoman or be on campaign staff or leadership in the Republican Party.
writer / performer / voice talent.
Private practice therapist would be ideal.
To be a Washington DC Senator.
I want to open my own restaurant that's all there is to it.
Blindness rehab and advocacy, writing, PR.
To train people how to use their assistive technology such as note takers, iphones, ipad apple and windows computers.
As a child I wanted to be a weather forecaster. Now I would just like to be able to teach students to like math and understand math, all subjects better than I had the opportunity.
I am living my ideal profession. I am a professional musician.
I teach blind kids and adults and I love my job.
Conducting social science research that influences public policy empowering the lives of women.
My ideal job is as an Industrial Designer creating products, services, and spaces for people with disabilities.
I am working in the accessibility field and I really like my job.
I would like to be a singer and if that doesn't work then I would like to teach math to visually impaired people like me.
Teaching blind people to read braille

Mentorship Experiences with STEM. We asked all participants, "Looking back, can you think of one specific person who supported you most in STEM or who was a special mentor or role model for you?” Of the 112 who answered this question, 67 (60%) identified a mentor. Thirty of these participants (45%) aspired toward working in STEM, compared to only 17 of the participants who did not identify a mentor (38%). This difference was marginally significant (chi-sq. = 2.86, p = .09).

When asked about the relationship they had with this mentor, of the 67 participants who identified a mentor, 22 participants (32.84%) said it was a schoolteacher (in grades K-12), 15 (22.39%) said it was a college professor, seven (10.45%) said parent, one (1.49%) said other family member, five (7.45%) said TVI, two (2.98%) said family friend, two (2.98%) said tutor, one (1.49%) said it was a counselor from a summer program, 11 (16.42%) responded “other,” and one (1.49%) did not specify.

We asked participants to explain how their mentor helped or supported them in STEM. They said:

They understood my situation and worked with me to help me perform to the best of my ability.
She was patient and understood my vision limitations and didn't give me a hard time when I asked for help.
I had a professor who was really committed to making sure physics was not unattainable to anyone who wanted to learn, especially women. In my first two physics classes in college, this professor provided the requested disability-related accommodations I had. True to his training as mathematician, the positive professor approached non-visual math as a problem to be solved. Nothing more or less. He sowed me he believed it could be done and made an effort to help me solve the problem. After I sent a small article to him regarding Abe Nemeth, he took the time to read it and grasped the logic. He was inspired to read problems differently to the entire class and commented that he felt other students who were not blind would benefit from him doing so. This was a striking contrast to another teacher who repeatedly stated "I respect what you are trying to do, but can't imagine how you can do it. Math is inherently visual.”
My high school teacher really made me see how much I could enjoy math and she provided the opportunities for me to learn more.
My university professor and mentor was the one who pushed me to further my education and do research.

We also asked participants to describe additional mentors who supported them in STEM. They said:

Family has always been supportive and understanding of my math struggles.
The teacher who taught me Nemeth.
Other professors and friends I met through Mensa who reminded me when things got tough that I wasn't stupid, just blind.
My wife.
Everyone who is part of my life assist in some way or another.
My parents and grandparents were instrumental. They made sure that I had hands on opportunities to learn. This Did not only apply to nature when we went to our cottage up north, but in museums, and the greater world around me. They made sure I went to Wisconsin lions camp, where we always were treated like kids and taught about nature and that we could do anything. We were just normal kids who could learn and should learn. I had the same expectations as my two younger sisters which included chores in and outside the home. I mowed yard because I wanted the money. My sisters did not. I am the only one with a disability and my family.
My brothers, who are 15 and 13 years older than me, are a mathematician and an engineer. Growing up, being good at math was cool because it made me like them.
When I was little, it was encouraging that my mom had her degree in chemistry because it showed me that women could be scientists.
I have had very good math and science teachers who were determined for me to be successful.
My parents have always supported my educational pursuits, but more generally. They did not care that I studied psychology instead of biology, they just wanted me to go to college.

Discussion

People with disabilities have long been under-represented in STEM fields. For blind students and professionals, these disparities may be explained in large part by accessibility barriers. In this study, both the teens and adults surveyed reported relatively high levels of interest in math and science. Half of the teens and 40% of the adults studied STEM or aspired to do so. However, it is clear from open-ended comments that these individuals face access barriers both in secondary school and in postsecondary education. Consequently, some of these individuals reported a diminished interest in STEM subjects, and a few of the adult participants even changed their field of study entirely after confronting accessibility barriers. Some of the most commonly described barriers included inaccessible graphics, difficulty using laboratory equipment, and negative attitudes from instructors.

When the participants described positive experiences with STEM, much of the credit was given to parents or adult mentors who worked to make the curriculum accessible. A majority of both the teens and adults were able to think of a specific individual who supported or mentored them in their STEM learning. For the adults, there was a trend for those who had a mentor or role model to be more likely to pursue a STEM career than those who did not. For both the teens and adults, the most common type of mentor was a general education teacher (usually a math or science teacher) in primary or secondary school. Some adults cited college professors, and in both groups, parents were also commonly cited as mentors or supporters. Further, a substantial number of both teens and adults identified additional members of their communities who supported their STEM learning, including TVIs and paraprofessionals, other family members, and friends.

Implications for Practitioners

A number of important findings point towards relevant information for practitioners as they work to increase interest in, and access to, STEM-related content and careers. They include:

A majority of teen and adult participants reported having initial interest in STEM, but that this interest was diminished due to real or perceived access barriers to the content.
Having adults who encourage interest in STEM seems to impact focus on STEM aspiration later in life.
Up to 60% of adults sampled stated that there was an adult role model or mentor who encouraged their interest in STEM.
General education teachers were most commonly cited as mentors in STEM by both the teens and adults.
Lack of efficient access to visual aspects of math and science curriculum was the most widely reported reason for lack of interest in this subject.

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