Daryl F Mellard, Emily Fall, Kari L Woods
A path analysis of reading comprehension for adults with low literacy
Journal of learning disabilities
experiences students professionals disabilities routinely excluded scholarly policy debates equity engineering emergent research suggests engineering particularly ableist yet systematic accounts possible exclusion devaluation faced engineers disabilities largely missing paper asks engineers disabilities negative interpersonal experiences engineering classrooms workplaces without disabilities utilizing social relational model disability hypothesize engineers physical disabilities chronic mental illness likely experience exclusion professional devaluation peers partly result lower persistence intentions paper uses survey data 1729 students enrolled eight us engineering programs asee diversity inclusion survey 8321 usemployed engineers stem inclusion study survey analyses use regression mediation intersectional approaches consistent expectations engineering students professionals disabilities less likely peers experience social inclusion professional respect school work students disabilities likely intend leave engineering programs professionals disabilities likely thought leaving engineering jobs compared peers greater risks encountering interpersonal bias help account differences analyses also reveal intersectional variation gender raceethnicity results suggest engineering harbors widespread ableism across education work findings demand scholarly attention social cultural physical barriers block people disabilities full equal participation engineering