A Comparison of Success Trajectories among Nontraditional Students with Varying Abilities

Autor/in	Jones, David R.
Titel	A Comparison of Success Trajectories among Nontraditional Students with Varying Abilities
Quelle	In: Journal of Postsecondary Education and Disability, 33 (2020) 4, S.375-385 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Nontraditional Students; Students with Disabilities; Graduate Students; Academic Achievement; Personal Autonomy; Student Experience; Comparative Analysis; Electronic Learning; Help Seeking; Interpersonal Relationship; Time; Ability; Fear; Drug Therapy + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schulleistung; Individuelle Autonomie; Studienerfahrung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zeit; Fähigkeit; Fertigkeit; Furcht
Abstract	Graduate students with impairments achieve at lower rates than peers without impairments. A social model of disability perspective suggests that the disparity results from interactions between individual and situational traits rather than individual characteristics alone. This inquiry compared and contrasted experiences of overcoming academic disqualification among nontraditional post-baccalaureate participants with and without impairments. Comparisons occur within and across dyads: three participants with impairments were matched to participants without impairments and comparisons were made within their experiences and then across other dyads. Participants, regardless of impairments, wrestled with online learning and postponed assistance seeking, and relied on relationships as a source of support and learned to manage their time as a strategy for success. Those with learning needs used prescribed medication strategically and managed identity to avoid stigma or explore autonomy. The findings prioritize support for the agency of nontraditional graduate students for achieving degree completion. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01