Post-secondary students with disabilities share stories of belonging

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dc.contributor.advisorHughson, E. Anne
dc.contributor.authorFoy, Patricia
dc.contributor.committeememberLashewicz, Bonnie M.
dc.contributor.committeememberKawalilak, Colleen
dc.date2019-06
dc.date.accessioned2019-01-15T17:22:31Z
dc.date.available2019-01-15T17:22:31Z
dc.date.issued2019-01-11
dc.description.abstractThis study examined a sense of belonging as integral to inclusion for students with disabilities within a post-secondary context. Grounded in a critical disability lens, coupled with identity theories, a narrative research approach was used. Nine students with disabilities from a small, Canadian, rural college shared stories of belonging and of the significance they ascribe to belonging in their overall post-secondary experience. Three prominent themes, narratives of becoming a student, narratives of engagement and narratives of barriers to belonging were uncovered. Narratives of becoming a student relate to the development of a student identity and its reciprocal relationship to the development of a sense of belonging. Narratives of engagement capture the positive and/or negative interactions of students with faculty and peers and the impact on belongingness. Narratives of barriers to belonging highlight the environmental, physical, systemic and attitudinal obstacles encountered by students. Analyzing narrative accounts through critical disability and identity frameworks revealed in-depth understandings of students’ belonging experiences. Results of this study offer both theoretical and practical implications for institutions to consider in their commitment to cultivating belonging-centred campuses. Further, I suggest including disability as part of institutional diversity and also the use of a multifaceted critical lens of identity and disability in which to view stories of belonging.en_US
dc.identifier.citationFoy, P. (2019). Post-secondary students with disabilities share stories of belonging (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35726
dc.identifier.urihttp://hdl.handle.net/1880/109463
dc.language.isoenen_US
dc.publisher.facultyCumming School of Medicineen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectDisabilityen_US
dc.subjectPost-secondaryen_US
dc.subjectStudents with disabilitiesen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Social Sciencesen_US
dc.subject.classificationEducation--Specialen_US
dc.titlePost-secondary students with disabilities share stories of belongingen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineMedicine – Community Health Sciencesen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrue
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