DOI
https://doi.org/10.25772/R8XN-P612
Defense Date
2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Jeffery Wilson
Abstract
Black men graduate from universities at a lower rate compared to other groups. Students with disabilities also graduate at a lower rate. When the two groups intersect, the results can be disastrous. Black men with bipolar disorder face a host of problems on college campuses. From a lack of sense of belonging to trouble in class, they struggle to stay afloat in college. The purpose of this study was to document the experiences and development of Black men with bipolar disorder on college campuses. A grounded theory approach was used in this study. Grounded theory was chosen because it leads to the generation of a theory. Interviews with 25 participants with bipolar disorder and eight participants who work with students with bipolar disorder provided insight into the experiences and development of Black men with bipolar disorder on college campuses. The participants shared what it means to be Black and disabled. They discussed navigating college, feeling connected to campus, and having a better college experience. They also discussed their experiences inside the classroom, with extracurricular activities, peer relationships, and institutional support. Finally, Scott’s Model of Disability Acceptance was created. Implications for both practitioners and Black men with bipolar are discussed.
Rights
© Gerron Scott
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-2-2024
Included in
Academic Advising Commons, Accessibility Commons, Educational Leadership Commons, Higher Education Administration Commons, Scholarship of Teaching and Learning Commons, Urban Education Commons