Midterm research paper: Belonging and Engagement Among Students with Disabilities in Higher Education
Midterm research paper on sense of belonging among students with disabilities in higher education for EDAD 6343.001 Social and Cultural Context of Education during fall 2018 academic semester.
In the post-secondary environment the relationship between student belonging and retention is not a new issue. Tinto’s (1987) model of student belonging has long been used to support the understanding of when a student gets involved and makes social connections they are less likely to leave the higher education atmosphere. As a result, belonging has been a factor in supporting students for decades. According to the U.S. Department of Labor 34.6% of adults over the age of 25 without a disability have a bachelor’s degree, as compared to 16.4% of adults over the age of 25 with a disability have a bachelor’s degree. According to 2009 statistics from the US Government Accountability Office, students with disabilities represent 11% of students enrolled in post-secondary institutions in the United States. As a result of anticipated growth of this population of students the retention and persistence of students with disabilities is a concern at any post-secondary institution.
To aid in the success of students with disabilities enrolling in higher education it becomes critical to support their access and completion of post-secondary learning. Students with disabilities are an example of a marginalized population in the higher education environment. To ensure the success and persistence of this population of students there is a need to focus on the necessary accommodations and institutional programs aiding in their belonging and engagement on campus.
The following research will provide an overview of information regarding engagement and belonging of students with disabilities in higher education. The exploration of information will be divided into several sections including a review of existing literature on students with disabilities, student belonging and engagement, self-advocacy for students with disabilities, campus environment, campus climate, support services, and social integration. The final section will discuss other potential studies.
Literature Review
NEEDED – Students with disabilities are a growing population of historically marginalized students with 25% of youth with disabilities pursuing education after high school; however, we know very little about how college students with disabilities develop a sense of belonging as they transition to postsecondary education…
Discussion
There are several studies and research approaches to evaluate and look at a sense of belonging for college students. Many researchers have developed approaches and models to help formulate solutions, recommendations and approaches for higher education institutions to aid in the success of students with disabilities. Most of the research focuses on
Student Belonging and Engagement.
Developing a sense of belonging on a college campus can be difficult for any student; however many scholars and researchers would argue that a sense of belonging is especially necessary, but challenging for students from a historically marginalized social identity group such as people with disabilities (Vaccaro, 2015).
Self-Advocacy.
Much research will consider self-advocacy to be the most important component of a student’s success in college as a student with a disability. According to Fleming (2017) self-advocacy is essentially the ability to communicate on behalf of oneself. It is entirely likely when a student arrives on a college or university campus they have never needed to self-advocate for accommodations and academic support services for themselves. In many cases throughout the elementary and secondary setting all accommodations and support services were arranged for the student, unlike in the higher education setting. Researchers have observed among transition-age youth and college age adults with strong self-advocacy skills tend to have better outcomes across domains of education, work, and community (Fleming, 2017). Ultimately, self-advocacy is a skill a student might naturally poses; however, can be developed. It occurs in a social community and is ultimately related to a students’ social and environmental perceptions.
Campus Environment.
When thinking about students with disabilities access to the services, resources, and campus life, often generates thinking about the campus environment and students in wheelchairs trying to maneuver through the halls, sidewalks and buildings of a college campus. In many cases this is an accurate way to think about what the campus environment might be like for many students with disabilities. However, the campus environment is much more than the physical spaces and curb cuts a student navigates. The campus environment a student with a disability interacts with has multiple components. A hierarchy of learning environments to help better understand the campus environment as one of ability. Students with disabilities, regardless of the students ability has a foundation in safety and inclusion. Students need a sense of security and belonging. This initial level of support from the environment is needed before a student can participate, become engaged and get involved in their campus community. A psychological sense of being free of harm or threat is needed to pursue opportunities of growth, development, and connection. The campus learning environment has been enhanced by the involvement of students with disabilities and those with needs to use spaces and structures in ways different than intended (Strange, 2000). Ultimately, the physical space of the campus environment and the organizational structure are a foundational requirement in a student’s success and belonging in higher education.
Campus Climate.
Stuff about campus climate and the impact campus climate has on supporting belonging with students with disabilities. This is probably really about inclusivity on a campus. Maybe something about awareness and educational programs…
Support Services.
Students with disabilities have many challenges and situations they must adapt to when transitioning to a higher education setting. There is a new set of challenges they must overcome, like all other students; however, students with disabilities have to manage their accommodations along with their academic coursework (Yssel, 2015). Students with disabilities need to become familiar with the various support services available in a campus environment. The access to and use of disability support services, including accommodations, is critical to their success. In many cases the disability support services office is the primary association the student has with the campus community beyond academic accommodations provided with faculty (Kutscher, 2018).
Social Integration and Connections.
The role social integration and connections on campus play into students with disabilities and belonging on campus.
Conclusion and Future Study
Conclusion statement and comments about future research that could be done regarding belonging and students with disabilities.. For a student to develop the necessary relationships and connections on a higher education campus resulting in enahcned belonging and engagement we must identify the student-level and institution-level factors that are related to necessary programs for students with disabilities and for all students in general (Kutscher, 2018). Some students need more support than others in order to succeed in their studies and function successfully in daily student life.
Read Getzel for this section
NOTES:
- Kutscher search and inclusion about how relevant studies were identifites
- Kutsher overview aobut students withdisaboilties and persistence in postsecondary education
-
References
Fleming, A. R., Oertle, K. M., Plotner, A. J., & Hakun, J. G. (2017). Influence of social factors on student satisfaction among college students with disabilities. Journal of College Student Development, 58(2), 215-228.
Kutscher, E. L., & Tuckwiller, E. D. (2018). Persistence in higher education for students with disabilities: A mixed systematic review. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000088
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
United States Department of Labor Bureau of Labor Statistics. (2015). [Graph illustration people with disabilities completing bachelor’s degree]. People with a disability less likely to have completed a bachelor’s degree from https://www.bls.gov/opub/ted/2015/people-with-a-disability-less-likely-to-have-completed-a-bachelors-degree.htm
US Government Accountaility Office. (2009). Higher education and disability: Education needs a coordinating approach to improve its assistance to schools in supporting students. Retrieved from https://www.gao.gov/products/GAO-10-33
Vaccaro, A., Daly-Cano, M., & Newman, B. M. (2015). A sense of belonging among college students with disabilities: An emergent theoretical model. Journal of College Student Development, 56(7), 670–686. https://doi.org/10.1353/csd.2015.0072
Yssel, N., Pak, N., & Beilke, J. (2016). A Door Must Be Opened: Perceptions of Students with Disabilities in Higher Education. International Journal of Disability, Development and Education, 63(3), 384–394. https://doi.org/10.1080/1034912X.2015.1123232