International Journal of
Information and Education Technology

Abstract

In an effort to examine the academic functioning of college students with ADHD, a significant number of females with ADHD in Science, Technology, Engineering, and Mathematics (STEM) majors volunteered to take part in a quantitative study at two highly selective 4-year universities. Data analysis was used to determine whether female participants with ADHD in STEM majors were achieving at the same level as their STEM ADHD male and non-STEM female counterparts. A convenience sample of 27 college students with ADHD completed the ADHD Indicator Survey created by the Primary Investigator. Statistical analysis of G.P.A. self-reported by students indicated that there was not a significant difference between the mean G.P.A. of females with ADHD majoring in STEM and females with ADHD who were non-STEM majors. There also failed to be a significant difference between the G.P.A.’s of ADHD STEM females and males with ADHD in STEM. Interestingly, the G.P.A.'s of males in a STEM major with ADHD differed significantly from that of ADHD males pursing a non-STEM major. These results suggested that women with ADHD were just as academically successful as males with ADHD in a STEM major and females with ADHD in non-STEM majors.