Persistence and Success in Higher Education for Students With Psychiatric Disabilities: A Qualitative Investigation

• In Event: Understudied Student Populations and Higher Education Access and Persistence

Abstract

The current study employed an interpretive phenomenological approach to develop an in-depth understanding of the perceptions and meaning-making of college students with psychiatric disabilities in relation to their experiences of barriers and facilitators to success in college and meaning making about their long-term academic and professional goals. The findings of the current study provide new and unique insight into the lived experiences of students with psychiatric disabilities in higher education and their perceptions of barriers and facilitators to participation, engagement, success, and goal attainment in college.

Author

• Amber M O'Shea, Pennsylvania State University