STRIVE Grant to Fund LC Scholar's Study on STEM Education Trauma in Neurodivergent Students
Landmark College Institute for Research and Training Research Scholar Gabrielle Ewall Ph.D., has been awarded a Science and Technology Research Seed (STaRS) grant for her proposal Unpacking attrition: An examination of K-12 STEM educational trauma in neurodivergent youth.
To support this important research, The Science and Technology Research Initiative for the Vermont Economy (STRIVE), funded by U.S. National Science Foundation, selected Dr. Ewall’s proposal in part for its relevance in studying a critical issue at the heart of advancing the STEM economy in Vermont: STEM education.
“STEM strengthens our community; it is important that students aren’t pushed away from pursuing these careers by a fear they aren’t good enough” said Dr. Ewall. Looking closely at student experiences in STEM education, Dr. Ewall hopes to use the findings to help build a future where all learners feel free and open to explore the sciences.
“I'm hoping that we can structure some kind of intervention to try to prevent these extremely negative school experiences that turn so many students away from STEM at an early age.” As part of this work, Dr. Ewall’s proposal employs a student research intern to help conduct interviews, learn how to use qualitative analysis software, and also to help take ownership over
the project. Her design encourages all participants to reflect and inquire how these experiences shape STEM identity in our society.
Dr. Ewall elaborated, saying: “Folks who are neurodivergent have so much to offer, (though that) can be stunted by these early life experiences where, through their interactions with the educational system... (it is) reinforced to them that they're broken.” Unfortunately, such traumatic experiences turn students away from STEM fields, limiting the number of trained skilled individuals who can secure jobs in related industries. This is one way STRIVE aims to support Vermont’s STEM economy, by tracing the throughlines of talent development from elementary school to higher education and supporting work that identifies and works to resolve critical gaps in the educational ladder to success.