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National data on more than 15,000 adolescents from the High School Longitudinal Study of 2009 first suggest that, among youth with disabilities, youth with medicated attention-deficit\/hyperactivity disorder (ADHD) have the highest levels of STEM achievement, and youth with learning or intellectual disabilities typically have the lowest. Undergraduates with medicated ADHD or autism appear to be more likely to major in STEM than youth without cognitive disabilities, and youth with autism have the most positive STEM attitudes. Finally, results suggest that high school STEM achievement is more salient for college enrollment than STEM-positive attitudes across youth with most disability types, whereas attitudes are more salient than achievement for choosing a STEM major.<\/jats:p>","DOI":"10.1177\/2378023121998116","type":"journal-article","created":{"date-parts":[[2021,3,16]],"date-time":"2021-03-16T20:03:46Z","timestamp":1615925026000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":10,"title":["Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes"],"prefix":"10.1177","volume":"7","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6373-0970","authenticated-orcid":false,"given":"Dara","family":"Shifrer","sequence":"first","affiliation":[{"name":"Portland State University, Portland, OR, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Daniel","family":"Mackin Freeman","sequence":"additional","affiliation":[{"name":"Portland State University, Portland, OR, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2021,3,16]]},"reference":[{"key":"bibr1-2378023121998116","doi-asserted-by":"publisher","DOI":"10.3102\/0013189X20902110"},{"key":"bibr2-2378023121998116","unstructured":"Allensworth Elaine M., Nagaoka Jenny, Johnson David W. 2018. \u201cHigh School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know.\u201d Chicago: University of Chicago Consortium on School Research."},{"key":"bibr3-2378023121998116","unstructured":"American Statistical Association. 2016. \u201cAmerican Statistical Association Releases Statement on Statistical Significance and\n                      P\n                      -Values: Provides Principles to Improve the Conduct and Interpretation of Quantitative Science.\u201d ASA News. 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