Date of Award:

8-2026

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Nicole Pyle (committee co-chair) Colby Tofel-Grehl (committee co-chair)

Committee

Nicole Pyle

Committee

Colby Tofel-Grehl

Committee

David Feldon

Committee

Ryan Knowles

Committee

Samuel Tobler

Abstract

Students with learning disabilities are often overlooked in efforts to broaden participation in STEM. This multi-paper dissertation investigates science self-efficacy among this population through the lenses of the social model of disability and self-efficacy theory. An integrative review reveals consistently lower academic self-efficacy among students with learning disabilities and a lack of research examining their science self-efficacy specifically. Quantitative analysis of national data shows lower science self-efficacy overall, yet no differences among students enrolled in advanced science courses. A mixed-methods study further demonstrates that in inclusive school environments characterized by asset-based teacher beliefs and normalized accommodations, science self-efficacy differences disappear.

Across the studies, three themes emerge: the importance of metacognitive development, the influence of socially constructed opportunities, and the central role of belonging. Findings indicate that disparities in science self-efficacy are shaped more by social barriers than by disability itself, offering direction for educational practice and future research aimed at inclusive STEM participation.

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