Investigating Supportive Environments and Campus Interactions Among African American College Students With Hidden Disabilities

• In Event: Overcoming Institutional Barriers

Abstract

This study examined the unique postsecondary experiences of African American students with learning and mental health disabilities while highlighting an under-researched marginalized population. Three student engagement indicators, supportive environments, student-faculty interactions, and collaborative learning, are used to identify institutional factors that might hinder the college success of African American students with hidden disabilities. Our findings suggest that higher education scholars must consider new approaches to cultivate enriching experiences for this marginalized population.

Authors

• Bridgette L Holmes, Indiana University - Bloomington

• Allison BrckaLorenz, Indiana University