University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation.
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| Title: | University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation. |
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| Authors: | Schechter, Julia1 schechte@seattleu.edu |
| Source: | Journal of Postsecondary Education & Disability. Winter2018, Vol. 31 Issue 4, p335-349. 15p. |
| Subject Terms: | *Secondary education, *Students with disabilities, *College students, *Graduation (Education), *Special education |
| Abstract: | The purpose of this article is to explore what college planning practices or demographic characteristics are associated with confidence in degree completion for college students with disabilities. A survey was used to gather retrospective data from undergraduate students with disabilities registered with a disability services office at a large doctoral-granting public four-year university (n = 260). A series of t-tests were conducted to test for significant differences in students' confidence of graduation by demographic factors and practices while in high school. Certainty in graduation was measured by students' self-reported likelihood of graduation on a five-point Likert-type scale. Results demonstrate that students at that university, who predict a high likelihood of graduation, report certain individual characteristics, attitudes, practices and activities as important to their eventual degree attainment compared to students not in those groups. These include talking with a college representative while in high school, registering with the disability service office during the first year of college, receiving special education services in high school and students who are deaf or hard of hearing self-report a higher likelihood of graduation. Students who were beneficiaries of the free and reduced lunch program in high school had a lower self-prediction of college graduation than non-free and reduced lunch program students. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Postsecondary Education & Disability is the property of Association on Higher Education & Disability (AHEAD) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 136144212 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schechter%2C+Julia%22">Schechter, Julia</searchLink><relatesTo>1</relatesTo><i> schechte@seattleu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Postsecondary+Education+%26+Disability%22">Journal of Postsecondary Education & Disability</searchLink>. Winter2018, Vol. 31 Issue 4, p335-349. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduation+%28Education%29%22">Graduation (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this article is to explore what college planning practices or demographic characteristics are associated with confidence in degree completion for college students with disabilities. A survey was used to gather retrospective data from undergraduate students with disabilities registered with a disability services office at a large doctoral-granting public four-year university (n = 260). A series of t-tests were conducted to test for significant differences in students' confidence of graduation by demographic factors and practices while in high school. Certainty in graduation was measured by students' self-reported likelihood of graduation on a five-point Likert-type scale. Results demonstrate that students at that university, who predict a high likelihood of graduation, report certain individual characteristics, attitudes, practices and activities as important to their eventual degree attainment compared to students not in those groups. These include talking with a college representative while in high school, registering with the disability service office during the first year of college, receiving special education services in high school and students who are deaf or hard of hearing self-report a higher likelihood of graduation. Students who were beneficiaries of the free and reduced lunch program in high school had a lower self-prediction of college graduation than non-free and reduced lunch program students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Postsecondary Education & Disability is the property of Association on Higher Education & Disability (AHEAD) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=136144212 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 335 Subjects: – SubjectFull: Secondary education Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: College students Type: general – SubjectFull: Graduation (Education) Type: general – SubjectFull: Special education Type: general Titles: – TitleFull: University Students with Disabilities: Factors that Contribute to Their Self-Predicted Likelihood of Graduation. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schechter, Julia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Winter2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 23797762 Numbering: – Type: volume Value: 31 – Type: issue Value: 4 Titles: – TitleFull: Journal of Postsecondary Education & Disability Type: main |
| ResultId | 1 |
