CANVAS Research Presentation for January 2026

[Brett Nachman]

Hi everyone,

Hope you have enjoyed the holiday season. Happy 2026!

Just a heads up about our CANVAS presentation for this month. See details below!

Date: Fri, January 23 at 1pm EST

 

Meeting Agenda: Sign up to attend here

 

Meeting Link:  https://pitt.zoom.us/j/93600718667

 

Presenters: Dr. Hyejung Kim (Associate Professor, Binghamton University) and Dr. Mack Ottens (Career & Outcomes Data Analyst, Binghamton University

 

Presentation Title: What Drives STEM Pathways for Autistic Students? The Role of Context, Self-Efficacy, and Outcome Expectations

Presentation Description: This study examines the STEM pathways of autistic students using the High School Longitudinal Study of 2009, focusing on contextual support, self-efficacy, and outcome expectations within social cognitive theory. Despite lower college attendance rates, autistic students showed a strong inclination toward STEM majors. Those who enrolled in college demonstrated higher STEM self-efficacy and more positive expectations, though both declined in mathematics by 11th grade. Self-efficacy strongly predicted STEM choices for autistic students, alongside race and gender, while proximal context was an added factor for non-autistic students. Findings offer insights to strengthen supports for autistic learners pursuing STEM.

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Brett Ranon Nachman, Ph.D.

Assistant Professor, Higher Education

School of Education

University of Pittsburgh

Pronouns: he/him

LinkedIn | Website

[Brett Nachman]

Hi everyone,

Our next CANVAS presentation is next Friday! Mark your calendars and check out the information below. - Brett

Date: Fri, January 23 at 1pm EST

 

Meeting Agenda: Sign up to attend here

 

Meeting Link:  https://pitt.zoom.us/j/93600718667

 

Presenters: Dr. Hyejung Kim (Associate Professor, Binghamton University) and Dr. Mack Ottens (Career & Outcomes Data Analyst, Binghamton University

 

Presentation Title: What Drives STEM Pathways for Autistic Students? The Role of Context, Self-Efficacy, and Outcome Expectations

Presentation Description: This study examines the STEM pathways of autistic students using the High School Longitudinal Study of 2009, focusing on contextual support, self-efficacy, and outcome expectations within social cognitive theory. Despite lower college attendance rates, autistic students showed a strong inclination toward STEM majors. Those who enrolled in college demonstrated higher STEM self-efficacy and more positive expectations, though both declined in mathematics by 11th grade. Self-efficacy strongly predicted STEM choices for autistic students, alongside race and gender, while proximal context was an added factor for non-autistic students. Findings offer insights to strengthen supports for autistic learners pursuing STEM.