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Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

The underrepresentation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM? To address this question, this article describes the experience of a college administrator and four students who collaboratively conducted a literature review on inclusive STEM education during the summer of 2020. While the goal of this project was to provide meaningful summer learning opportunities and employment for students during COVID-19 while simultaneously providing research support for the administrator, project outcomes suggest that the college students, none of whom were education majors, gained understanding and appreciation of the issues surrounding inclusive STEM education while also developing expertise in the literature review process. We suggest that this project represents a successful teaching technique that can be used in higher education, including teacher education programs, to contribute to the development of future leaders, educators, and citizens who are aware of, engaged with, and supportive of quality inclusive STEM education and opportunities for all.

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