Postsecondary Educators' Cultural and Institutional Awareness of Issues Faced by African American Students with Disabilities

Autor/inn/en	Becton, Alicia B.; Foster, Amanda L.; Chen, Roy K.
Titel	Postsecondary Educators' Cultural and Institutional Awareness of Issues Faced by African American Students with Disabilities
Quelle	In: Rehabilitation Research, Policy, and Education, 30 (2016) 2, S.129-147 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-6653
DOI	10.1891/2168-6653.30.2.129
Schlagwörter	Postsecondary Education; Cultural Awareness; African American Students; Disabilities; Minority Group Students; Barriers; School Holding Power; Graduation Rate; Disadvantaged Youth; Institutional Characteristics; Sampling; Social Networks; Data Collection; Surveys; College Faculty; Colleges; Universities; Factor Analysis; Teacher Participation; Comparative Analysis; Wellness; Statistical Analysis; College Students; Higher Education + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Cultural identity; Kulturelle Identität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Handicap; Behinderung; Benachteiligter Jugendlicher; Social network; Soziales Netzwerk; Data capture; Datensammlung; Survey; Umfrage; Befragung; Fakultät; College; Hochschule; Fachhochschule; University; Universität; Faktorenanalyse; Well being; Well-being; Wohlbefinden; Statistische Analyse; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Being a part of an ethnic minority group and a student with a disability (SWD) often presents as a barrier to college retention and graduation rates among members of this marginalized group. Purpose: To examine educators' awareness of racial and institutional influences that impact African American SWD. Method: Data for this study were gathered using a snowball sampling technique that surveyed 145 educators at colleges and universities in 16 U.S. states. An exploratory factor analysis with a varimax rotation procedure was used to group items of the Culture and Disability Awareness Scale for Postsecondary Educators into more specific categories. Results: A 3-factor solution explaining 58% of the variance was considered to be most interpretable. The extracted factors were entitled as follows: (a) disability-related issues, (b) personal wellness, and (c) faculty involvement. Conclusion: The results suggest the survey respondents' level of awareness and knowledge was poorer regarding racial and cultural statements in comparison to institutional influences. Implications for practice, education, and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01