Files
Download Full Text (242 KB)
Abstract
As colleges create initiatives to admit and accommodate marginalized students, the struggles of those marginalized students are becoming increasingly impactful and present. Research suggests that students’ sense of social belonging is often connected to student academic success (Connell & Wellborn 1991). However, marginalized students often experience a lower sense of belonging, particularly students who are the first in their families to go to college (Stebleton et al. 2014), and those who identify as disabled (Leake & Stodden 2014). The present study evaluated how the strengths and experiences of first-generation college students with disabilities impacted their belonging and academic success in college. Using a phenomenological approach (Moustakas 1994) findings highlighted the importance of finding community and how the lack thereof has a profound impact on student belonging, as well as the way these students take pride in their motivation and initiative, crediting this as improving their academic success.
Publication Date
2024
Subject Major(s)
Education
Keywords
Disablity, First Generation, Disabled, Higher Education, Qualitative, Educational Psychology
Disciplines
Disability and Equity in Education | Disability Studies | Educational Psychology | Higher Education
Current Academic Year
Senior
Faculty Advisor/Mentor
Sharon Zumbrunn, PhD
Rights
© The Author(s)
Recommended Citation
Sinclair et al,. Exploring Belonging and Success in First Generation College Students With Disabilities (2024)
Included in
Disability and Equity in Education Commons, Disability Studies Commons, Educational Psychology Commons, Higher Education Commons