Exploring the Disability Perceptions of College Stakeholders Who Attended an Experiential Learning Event at One Southern California Community College

Autor/in	Yates, Lisa M.
Titel	Exploring the Disability Perceptions of College Stakeholders Who Attended an Experiential Learning Event at One Southern California Community College
Quelle	(2023), (178 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Notre Dame of Maryland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0643-2
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Stakeholders; Experiential Learning; Experience; Attitudes toward Disabilities; Knowledge Level; Program Effectiveness; Attitude Change; Students with Disabilities; Teachers; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Experiental learning; Erfahrungsorientiertes Lernen; Erfahrung; Wissensbasis; Attitudinal change; Einstellungsänderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	The California Community College system serves over 121,000 students with dis/abilities who are both historically underrepresented and disproportionally impacted for success outcomes. Research indicates that dis/ability perceptions influence college stakeholders, impacting outcomes for this student population. Beyond the Cover...Living Books is a dis/ability awareness event that has been held annually for 6 years at a southern California community college. Through a phenomenological lens, this study explored the experiences of college stakeholders who attended at least one dis/ability awareness event and examined the event's efficacy using a theoretical framework based on David Kolb's 4 stages of experiential learning. This qualitative study revealed a wide range of views about dis/ability and the potential for applying experiential learning theory to positively impact dis/ability perception in higher education. This study's findings suggest that to carry out the United Nations and World Health Organizations global imperatives to improve the lives of individuals with dis/abilities, as well as the California Community College Chancellor's Office mandate to increase success outcomes for historically underrepresented students, institutions of higher learning must challenge the dis/ability perceptions that instructors bring to the classroom, that administrators bring to decision-making tables and that staff bring to front lines of student services. [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	2024/1/01