College and University Administrators with Disabilities: Experiences in the Workplace

Autor/in	Williams, Joie B.
Titel	College and University Administrators with Disabilities: Experiences in the Workplace
Quelle	(2010), (181 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Colorado State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-9760-3
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Disabilities; Administrator Qualifications; College Administration; Administrators; Experience; Qualitative Research; Interviews; Attitudes toward Disabilities; Social Bias + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Handicap; Behinderung; College administrators; Hochschulverwaltung; Erfahrung; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	In recent years, Disability has been argued as a minority group, no longer the exclusive realm of individuals born with disabilities. Disability is defined as a permanent state or chronic condition. Disability can enter into a person's life at any time. As a minority status, disability shares similar experiences with other minority populations, including assumptions and stereotypes about those minority groups. Research on the experiences of women and people of color who work in higher education has echoed similar experiences and perceptions common to those of college students and college graduates with disabilities. Research on college administrators with disabilities has not been readily or widely researched. The purpose of this study was to address the research question: "How do College and University Administrators describe their 'lived experience with disabilities' in their workplace?" Using a qualitative interpretive research approach, interviews were conducted with senior and mid-level college administrators with disabilities, from two and four year institutions, private and public. They were asked to discuss their experience of disability in the realm of their work. Three major themes were uncovered; "living" with disability, "working" with disability, and "legacies." The findings suggested that many professionals with disabilities in higher education administration believe they are challenged by their non-disabled colleagues and peers based on their perceived limitations towards others with disabilities. While not all the participants of this study believed this, the majority of them acknowledged that at one time or another that they have all questioned the degree to which their colleagues have judged them based on their disabilities or their work performance. Several participants suggested that attitudinal behaviors on the part of nondisabled persons need to be challenged so that all people will be better informed before assumptions are made about limitations surrounding professionals with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10