Absent voices: Intersectionality and first-generation college students with disabilities

College students with disabilities stand at a crossroads when transitioning from high school to college, and yet, are often absent from discussions regarding underserved populations in higher education. This absence is particularly notable in scholarship employing the lens of intersectionality. To address this gap, this qualitative case study employs a strengths-based lens to examine how typically marginalized college students used the strengths of their socially constructed identities as a dynamic force to find keys to academic success

Advising Black Students and Anti-Oppressive Frameworks: A Systematic Review of College Access and College Counseling Literature

It is well known that Black students have higher expectations for attending college than their White and non-White peers, yet consistently lag behind in degree attainment. It is important then that practitioners use differentiated approaches with and researchers offer disaggregated analyses of historically underrepresented racial/ethnic minoritized populations in the college advising process. Doing so could reveal systemic barriers to achievement and advancement that are specific, in this instance, to Black students. Since the role and practice of college advising is (or at least should be) informed by the extant literature, then a systematic review is an ideal avenue for scholarly inquiry, paying particular attention to how prior literature utilized anti-oppressive frameworks. This method allowed us to map current knowledge and strategies, as well as identify conceptual, methodological, and interpretive gaps in the current literature. Across our analysis, our findings reveal there is more work to be done, particularly focusing on representation, disaggregation, and application

The promise of accessibility: Reconceptualizing college access for students with disabilities

In this paper, we critically explore college access through the lens of accessibility. We contend that as higher education shifts to address the critical issues related to access, equity, and diversity for underserved students, students with disabilities are often absent from the conversation. Through in-depth interviews with disability services administrators, we examine how they adapt institutional practices and embed strategies to make the promise of equal educational opportunity for all possible. The efforts of these disability services administrators provide insight into how students with disabilities are given voice, can achieve academic success, and begins to shape a new definition of college access

The promise of accessibility: Reconceptualizing college access for students with disabilities

In this paper, we critically explore college access through the lens of accessibility. We contend that as higher education shifts to address the critical issues related to access, equity, and diversity for underserved students, students with disabilities are often absent from the conversation. Through in-depth interviews with disability services administrators, we examine how they adapt institutional practices and embed strategies to make the promise of equal educational opportunity for all possible. The efforts of these disability services administrators provide insight into how students with disabilities are given voice, can achieve academic success, and begins to shape a new definition of college access

Scholars in tandem: Finding joy in collaboration to cross paradigms and transform research and practice

The US media abounds with unkind rhetoric brought on by cascading systemic inequities. Many in higher education are calling for scholars to use their collective voice and take action to address these inequities. As critical scholars with a unified social justice lens, we contend that crossing boundaries to collaborate is crucial to addressing the growing social and educational inequities experienced by students and families in underserved communities. In this qualitative paper, we employ scholarly personal narrative to explore how collaborating across research paradigms and cultural differences has broadened our perspectives, advanced our pedagogy, transformed our research, enhanced our practice, and brought joy to our professional lives

Absent voices: Intersectionality and first-generation college students with disabilities

College students with disabilities stand at a crossroads when transitioning from high school to college, and yet, are often absent from discussions regarding underserved populations in higher education. This absence is particularly notable in scholarship employing the lens of intersectionality. To address this gap, this qualitative case study employs a strengths-based lens to examine how typically marginalized college students used the strengths of their socially constructed identities as a dynamic force to find keys to academic success

Keys to the toolbox: College administrators and the academic success of students with physical disabilities a qualitative case-study

https://scholarlycommons.pacific.edu/ed-facbooks/1025/thumbnail.jp

Keys to the toolbox: College administrators and the academic success of students with physical disabilities a qualitative case-study

https://scholarlycommons.pacific.edu/ed-facbooks/1025/thumbnail.jp