Exploring Belonging and Success of First-Generation College Students With Disabilities: A Strengths-Based, Intersectional Study

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Access in Academia: Diverse Perspectives on Disability in Higher Education (Table 4)

Abstract

With growing initiatives to admit marginalized students, understanding their needs and experiences has become critical. Research indicates that a sense of social belonging (Walton & Brady, 2017) is often linked to academic success (Connell & Wellborn, 1991). However, little is known about the intersectionality of students who are both first-generation and disabled. The present study uses a phenomenological approach (Moustakas, 1994) to analyze interview data from these students, examining how their strengths and social belonging affect their college experiences. Findings will inform recommendations for practice, research, and policy, promoting the success of first-generation college students with disabilities. This research is vital for the success of higher education institutions.

Authors

• Cael Sinclair, Virginia Commonwealth University

• Molly L. Taylor, Virginia Commonwealth University

• Sharon Zumbrunn, Virginia Commonwealth University