A Sense of Belonging

First-year students that identify as having a learning disability are an at-risk subgroup of students self-identifying on college campuses. Many of these students choose not to disclose their learning disability upon admissions to the university because of their concern about being accepted in the u...

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Bibliographic Details
Main Author: Wanda Hadley
Format: Article
Language:English
Published: University of Minnesota Libraries Publishing 2018-12-01
Series:Journal of College Orientation, Transition, and Retention
Online Access:https://pubs.lib.umn.edu/index.php/jcotr/article/view/2116
Description
Summary:First-year students that identify as having a learning disability are an at-risk subgroup of students self-identifying on college campuses. Many of these students choose not to disclose their learning disability upon admissions to the university because of their concern about being accepted in the university culture. This research is from a two year study of the experiences of a group of first-year students with learning disabilities transitioning to a private, selective, coeducational, 4-year University in the Midwest. Qualitative data of focus group interviews and semi-structured individual interviews present the findings of the study. Chickering (1969) and Chickering and Reisser’s (1993) stages of student development theory are presented through Hadley’s (2009) interpretation of their experiences.
ISSN:1534-2263
2690-4535