Date of Award

1-1-2015

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology

First Advisor

Cynthia Hazel, Ph.D.

Second Advisor

Nicole Nicotera, Ph.D.

Third Advisor

Kathy Green

Fourth Advisor

Maria Ana Candelaria

Keywords

College student, Disabilities, Disability, Higher education, Self-advocacy, Social support

Abstract

This study explored the connection between social support and self-advocacy in college students with disabilities. The College Students with Disabilities Campus Climate Survey (Lombardi, Gerdes, & Murray, 2011) was used to gather data from undergraduate students at a midsize western private university. Social support was found to be a significant predictor of self-advocacy in college students with disabilities. Peer support, family support, and faculty teaching practices made up the construct of social support. Peer support and faculty teaching practices were found to be significant predictors of student self-advocacy. Family support was not found to be significant. The data was examined for group differences between genders, disability types, and disability status (high incidence disabilities versus low incidence disabilities). No significant group differences were found. These findings suggest helping students build social support will increase their level of self-advocacy, which in turn may increase academic success.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Julia I. Marcus Johnson

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

86 p.

Discipline

Educational Psychology, Higher Education, Education

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