WHEREAS, Individuals with disabilities represent only 3% of STEM degree earners according to the National Science Foundation[1], underscoring a critical disparity in participation and representation in these fields;
WHEREAS, Accessibility challenges in STEM labs, classrooms, and online platforms across California community colleges limit equitable educational opportunities for students with disabilities[2];
WHEREAS, Insufficient accommodations, particularly in the form of adaptive lab equipment, contribute to higher dropout rates among students with disabilities, reducing diversity and innovation in STEM industries while exacerbating systemic inequities[3]; and
WHEREAS, Fostering accessibility in STEM not only empowers students with disabilities but also enhances workforce diversity, drives innovation, contributes to California's economic growth, and supports initiatives like TAPD INTO-STEM[4], which improve educational outcomes, increase graduation rates, and ensure successful transitions into workforce opportunities for students with disabilities; Now, therefore be it
RESOLVED, That the Student Senate for California Community Colleges advocate for the implementation of Universal Design for Learning principles in STEM courses across California community colleges, ensuring that labs, lectures, and materials are fully accessible, thereby improving retention and success rates for students with disabilities in STEM;
RESOLVED, That the Student Senate for California Community Colleges partner with the Academic Senate for California Community College, the California Association for Postsecondary Education and Disability, the Chancellor's Office, and initiatives like TAP INTO-STEM[4] and Center For Applied Special Technology[5] to develop resources and workshops aimed at providing educators with training on supporting students with disabilities in STEM environments;
RESOLVED, That the Student Senate for California Community Colleges collaborate with the Academic Senate for California Community College, the California Association for Postsecondary Education and Disability, the Chancellor's Office, and initiatives like TAP INTO-STEM[4] and Center For Applied Special Technology[5] to create a task force to systematically identify and address specific accessibility gaps in STEM facilities and curricula, including adaptive lab equipment, software, and assistive technologies; and
RESOLVED, That the Student Senate for California Community Colleges advocate for and urge the pursuit of grants and funding to pilot innovative accessibility initiatives, such as augmented reality tools for visual or hearing-impaired students in STEM labs, ensuring cost-effectiveness and scalability.
Citations:
[1] National Science Foundation, Women, Minorities, and Persons with Disabilities in Science and Engineering (2023).
[2] California Community Colleges Chancellor’s Office, Access and Equity in Education Report.
[3] Journal of Postsecondary Education and Disability, “Barriers and Supports in STEM for Students with Disabilities” (2022).
[4] TAPDINTO-STEM. TAPDINTO-STEM. Accessed 25 Jan. 2025,
[5] CAST: The Center for Applied Special Technology. Accessed 25 Jan. 2025, https://www.cast.org/.