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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
FullText Text:
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  Data: Narrating the Self: A Grounded Theory Model of Emerging Purpose for College Students with Disabilities
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Student+Development%22"><i>Journal of College Student Development</i></searchLink>. Jan-Feb 2018 59(1):37-54.
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  Data: 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
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  Data: 18
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  Data: 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.
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      – SubjectFull: College Students
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