'Education Was Always My Ticket to Something More': Disabled Transfer Students' Educational Journeys across Contexts
Saved in:
| Title: | 'Education Was Always My Ticket to Something More': Disabled Transfer Students' Educational Journeys across Contexts |
|---|---|
| Language: | English |
| Authors: | Brett Ranon Nachman, Ryan A. Miller, Tynsley Gilchrist |
| Source: | Journal of College Student Development. 2025 66(3):248-263. |
| Availability: | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education Two Year Colleges |
| Descriptors: | College Transfer Students, Students with Disabilities, High School Students, Community College Students, Student Attitudes, Self Concept, Student Promotion, Attitudes toward Disabilities, Social Bias, Disability Identification, Navigation, Social Support Groups |
| Geographic Terms: | North Carolina |
| DOI: | 10.1353/csd.2025.a962919 |
| ISSN: | 0897-5264 1543-3382 |
| Abstract: | Scholarship on disability in higher education has unveiled the complications that students face in coming to terms with their disabilities and traversing college based on the ableist settings they inhabit. Nonetheless, the paths, priorities, and unique challenges depicted in the literature are often limited to one institutional setting. In this narrative inquiry study involving interviews with 14 pre- and post-transfer college students, we chronicle their journeys from high school to community college and, for some, to a post-transfer institution. In particular, we unveil how, over these three points in time, students engage in changes of how they reconcile their disabled identities and waver between independent and interdependent behaviors. Our findings call for further inquiry regarding the role of familial capital in informing students' resource attainment, as well as push practitioners to form more intentional partnerships to support disabled students' smoother transitions across educational institutions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477405 |
| Database: | ERIC |
| Abstract: | Scholarship on disability in higher education has unveiled the complications that students face in coming to terms with their disabilities and traversing college based on the ableist settings they inhabit. Nonetheless, the paths, priorities, and unique challenges depicted in the literature are often limited to one institutional setting. In this narrative inquiry study involving interviews with 14 pre- and post-transfer college students, we chronicle their journeys from high school to community college and, for some, to a post-transfer institution. In particular, we unveil how, over these three points in time, students engage in changes of how they reconcile their disabled identities and waver between independent and interdependent behaviors. Our findings call for further inquiry regarding the role of familial capital in informing students' resource attainment, as well as push practitioners to form more intentional partnerships to support disabled students' smoother transitions across educational institutions. |
|---|---|
| ISSN: | 0897-5264 1543-3382 |
| DOI: | 10.1353/csd.2025.a962919 |
