Date of Award
Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology
Cynthia Hazel, Ph.D.
Nicole Nicotera, Ph.D.
Maria Ana Candelaria
College student, Disabilities, Disability, Higher education, Self-advocacy, Social support
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.
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Julia I. Marcus Johnson
Received from ProQuest
Marcus Johnson, Julia I., "The Relationship Between Social Support and Self-Advocacy in College Students with Disabilities" (2015). Electronic Theses and Dissertations. 1040.
Educational Psychology, Higher Education, Education