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Experiences and Perceptions of Chronically Ill Students at One Postsecondary Institution

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Title: Experiences and Perceptions of Chronically Ill Students at One Postsecondary Institution
Language: English
Authors: Burman, Sarah Catherine
Source: ProQuest LLC. 2023Ph.D. Dissertation, University of Georgia.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 196
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Experience, Student Attitudes, Chronic Illness, College Students, Academic Achievement, Social Bias, Attitudes toward Disabilities, Students with Disabilities, Learning Strategies, Skill Development, Teacher Student Relationship, Flexible Scheduling
ISBN: 979-83-7969-088-5
Abstract: Chronically ill students have been excluded from many conversations about access in higher education. These students have conditions that impact their daily lives and can carry stigma with them, which in turn can impact their academic performance. Additionally, chronically ill students have largely been excluded from the literature in higher education. This study takes a critical approach to understanding how students with chronic illness navigate and describe their college experience at one institution in the southeastern United States. Utilizing critical disability studies as the lens through which to approach the topic and the analysis, this study focused on specific experiences and relationships that chronically ill students had and what meaning was made about their college experience. Through individual interviews in a critical qualitative research design, seven students shared these perceptions. Through thematic analysis, this study found four themes about the chronically ill student experience: the benefit of alternative and flexible learning formats, the importance of skill building, faculty-student interactions, and the need for more community. This study concludes with discussing the implications for policymakers and other institutional actors and the future work that can stem from these findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30314718
Accession Number: ED635202
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  Data: Experiences and Perceptions of Chronically Ill Students at One Postsecondary Institution
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  Data: Chronically ill students have been excluded from many conversations about access in higher education. These students have conditions that impact their daily lives and can carry stigma with them, which in turn can impact their academic performance. Additionally, chronically ill students have largely been excluded from the literature in higher education. This study takes a critical approach to understanding how students with chronic illness navigate and describe their college experience at one institution in the southeastern United States. Utilizing critical disability studies as the lens through which to approach the topic and the analysis, this study focused on specific experiences and relationships that chronically ill students had and what meaning was made about their college experience. Through individual interviews in a critical qualitative research design, seven students shared these perceptions. Through thematic analysis, this study found four themes about the chronically ill student experience: the benefit of alternative and flexible learning formats, the importance of skill building, faculty-student interactions, and the need for more community. This study concludes with discussing the implications for policymakers and other institutional actors and the future work that can stem from these findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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      Pagination:
        PageCount: 196
    Subjects:
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Chronic Illness
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Skill Development
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Flexible Scheduling
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