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College Students With Learning Disabilities and Their Judgments About Issues of Access, Equity, and Inclusion
College Students With Learning Disabilities and Their Judgments About Issues of Access, Equity, and Inclusion
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151423
- ISBN
- 9798384452331
- DDC
- 370
- 서명/저자
- College Students With Learning Disabilities and Their Judgments About Issues of Access, Equity, and Inclusion
- 발행사항
- [Sl] : University of California, Berkeley, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 117 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
- 주기사항
- Advisor: Turiel, Elliot.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Berkeley, 2024.
- 초록/해제
- 요약The representation and understanding of students with disabilities and their experiences in higher education-as in many of our social institutions-is gradually evolving, but there is much work to be done. An emergent body of large survey-based research, complemented by smaller ethnographic studies, has shed light on the trajectories, needs, and perspectives of this growing student population. Still, there have been relatively few empirical approaches to examining such students' specific evaluations and interpretations of everyday institutional and social interactions involving disability; even less research is well-grounded in compelling psychological data.This study explored how undergraduate students with documented, non-visible learning disabilities (LDs) reason about anti-discrimination legislation and interpersonal issues involving equity, inclusion, and access in the university setting. The research utilized theoretical approaches and empirical findings from the fields of social cognitive developmental psychology and disability studies as a conceptual foundation and employed both semi-structured and open-ended clinical interview methods to examine how undergraduates with LDs (a) evaluated the general acceptability of disability anti-discrimination legislation as well as hypothetical instances of disability-related interactions in the university setting; and (b) reasoned about their evaluations. In a second interview segment, participants were also asked semi-structured autobiographical questions about undesired disability-related interactions in the university setting, followed by questions about their evaluations of those experiences and their thoughts about institutional changes that might prevent future such occurrences. Interviews concluded with an open-ended question about participants' general reflections on their experiences as college students with LDs. Interviews were analyzed and interpreted via adapted coding schemes previously developed within the social domain theory empirical tradition.The study included a total of 33 participants (Mage = 21.03, SDage = 2.08; n = 27 cisgender women), all of whom were enrolled in undergraduate coursework at a large public university and who self-identified as having a formally documented LD. Results indicated that disability anti-discrimination legislation is consistently affirmed for moral reasons such as equality, equity, and welfare, while judgements and reasoning about nuanced interpersonal experiences (both hypothetical and autobiographical) involve the coordination of myriad priorities, including moral (i.e., justice, welfare, rights), social conventional (i.e., social functioning, authority), personal (i.e., autonomy, choice, personal prerogative), prudential (i.e., one's own safety, comfort, or health), and other (e.g., integration, disability identity) considerations. Ideas about institutional change and reflections on lived experience range from seeking compassion and respect in dyadic interactions to widescale systemic efforts focused on disability and mental health awareness as well as equitable, best practices in instruction and accommodation.
- 일반주제명
- Educational psychology
- 일반주제명
- Psychology
- 일반주제명
- Disability studies
- 일반주제명
- Educational sociology
- 일반주제명
- Social psychology
- 키워드
- College students
- 키워드
- Social reasoning
- 기타저자
- University of California, Berkeley Education
- 기본자료저록
- Dissertations Abstracts International. 86-03B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798384452331
■035 ▼a(MiAaPQ)AAI31294409
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aCartwright, Rose.
■24510▼aCollege Students With Learning Disabilities and Their Judgments About Issues of Access, Equity, and Inclusion
■260 ▼a[Sl]▼bUniversity of California, Berkeley▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a117 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: B.
■500 ▼aAdvisor: Turiel, Elliot.
■5021 ▼aThesis (Ph.D.)--University of California, Berkeley, 2024.
■520 ▼aThe representation and understanding of students with disabilities and their experiences in higher education-as in many of our social institutions-is gradually evolving, but there is much work to be done. An emergent body of large survey-based research, complemented by smaller ethnographic studies, has shed light on the trajectories, needs, and perspectives of this growing student population. Still, there have been relatively few empirical approaches to examining such students' specific evaluations and interpretations of everyday institutional and social interactions involving disability; even less research is well-grounded in compelling psychological data.This study explored how undergraduate students with documented, non-visible learning disabilities (LDs) reason about anti-discrimination legislation and interpersonal issues involving equity, inclusion, and access in the university setting. The research utilized theoretical approaches and empirical findings from the fields of social cognitive developmental psychology and disability studies as a conceptual foundation and employed both semi-structured and open-ended clinical interview methods to examine how undergraduates with LDs (a) evaluated the general acceptability of disability anti-discrimination legislation as well as hypothetical instances of disability-related interactions in the university setting; and (b) reasoned about their evaluations. In a second interview segment, participants were also asked semi-structured autobiographical questions about undesired disability-related interactions in the university setting, followed by questions about their evaluations of those experiences and their thoughts about institutional changes that might prevent future such occurrences. Interviews concluded with an open-ended question about participants' general reflections on their experiences as college students with LDs. Interviews were analyzed and interpreted via adapted coding schemes previously developed within the social domain theory empirical tradition.The study included a total of 33 participants (Mage = 21.03, SDage = 2.08; n = 27 cisgender women), all of whom were enrolled in undergraduate coursework at a large public university and who self-identified as having a formally documented LD. Results indicated that disability anti-discrimination legislation is consistently affirmed for moral reasons such as equality, equity, and welfare, while judgements and reasoning about nuanced interpersonal experiences (both hypothetical and autobiographical) involve the coordination of myriad priorities, including moral (i.e., justice, welfare, rights), social conventional (i.e., social functioning, authority), personal (i.e., autonomy, choice, personal prerogative), prudential (i.e., one's own safety, comfort, or health), and other (e.g., integration, disability identity) considerations. Ideas about institutional change and reflections on lived experience range from seeking compassion and respect in dyadic interactions to widescale systemic efforts focused on disability and mental health awareness as well as equitable, best practices in instruction and accommodation.
■590 ▼aSchool code: 0028.
■650 4▼aEducational psychology
■650 4▼aPsychology
■650 4▼aDisability studies
■650 4▼aEducational sociology
■650 4▼aSocial psychology
■653 ▼aCollege students
■653 ▼aDisability accommodations
■653 ▼aLearning disabilities
■653 ▼aSocial reasoning
■653 ▼aSocial cognitive developmental psychology
■653 ▼aSocial domain theory
■690 ▼a0525
■690 ▼a0621
■690 ▼a0201
■690 ▼a0451
■690 ▼a0340
■71020▼aUniversity of California, Berkeley▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-03B.
■790 ▼a0028
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161630▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
