Narrating the Self: A Grounded Theory Model of Emerging Purpose for College Students with Disabilities
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| Title: | Narrating the Self: A Grounded Theory Model of Emerging Purpose for College Students with Disabilities |
|---|---|
| Language: | English |
| Authors: | Vaccaro, Annemarie, Kimball, Ezekiel W., Moore, Adam, Newman, Barbara M., Troiano, Peter F. |
| Source: | Journal of College Student Development. Jan-Feb 2018 59(1):37-54. |
| 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: http://www.press.jhu.edu/journals/subscribe.html |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Grounded Theory, Models, College Students, Disabilities, Constructivism (Learning), Social Environment, Personal Narratives, Comparative Analysis |
| DOI: | 10.1353/csd.2018.0003 |
| ISSN: | 0897-5264 |
| Abstract: | This article presents findings and a model from a constructivist grounded theory study about purpose development for college students with disabilities. The 59 participants, drawn from 4 different higher education institutions, self-identified as having 1 or more of a variety of disabilities. Students engaged in imagination, exploration, and integration as part of the developmental process of developing a sense of purpose. Important social contexts and intersecting social identities also influenced the narrative of self that students created regarding their purpose. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2018 |
| Accession Number: | EJ1167152 |
| Database: | ERIC |
| Abstract: | This article presents findings and a model from a constructivist grounded theory study about purpose development for college students with disabilities. The 59 participants, drawn from 4 different higher education institutions, self-identified as having 1 or more of a variety of disabilities. Students engaged in imagination, exploration, and integration as part of the developmental process of developing a sense of purpose. Important social contexts and intersecting social identities also influenced the narrative of self that students created regarding their purpose. |
|---|---|
| ISSN: | 0897-5264 |
| DOI: | 10.1353/csd.2018.0003 |
