'Not Gonna Hold Me Back': Coping and Resilience in Students with Disabilities
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| Title: | 'Not Gonna Hold Me Back': Coping and Resilience in Students with Disabilities |
|---|---|
| Language: | English |
| Authors: | Vaccaro, Annemarie, Moore, Adam, Kimball, Ezekiel, Troiano, Peter F., Newman, Barbara M. |
| Source: | Journal of Student Affairs Research and Practice. 2019 56(2):181-193. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Disabilities, College Students, Coping, Resilience (Psychology), At Risk Students, Social Bias, College Environment, Barriers, Self Disclosure (Individuals), Educational Resources, Self Management, Stereotypes, Misconceptions, Self Concept |
| DOI: | 10.1080/19496591.2018.1506793 |
| ISSN: | 1949-6591 |
| Abstract: | A constructivist grounded theory study with 59 students with diverse disabilities from four different universities offers insight into coping strategies and long-term resilience for this rapidly growing, but marginalized, population. Embracing a strengths perspective, we present narratives from student exemplars who used creative coping strategies, drew upon past successes to develop successful coping patterns, and exuded resilience as they navigated challenging postsecondary learning environments. Findings reinforce the importance of person-centered student affairs practice. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1210373 |
| Database: | ERIC |
| Abstract: | A constructivist grounded theory study with 59 students with diverse disabilities from four different universities offers insight into coping strategies and long-term resilience for this rapidly growing, but marginalized, population. Embracing a strengths perspective, we present narratives from student exemplars who used creative coping strategies, drew upon past successes to develop successful coping patterns, and exuded resilience as they navigated challenging postsecondary learning environments. Findings reinforce the importance of person-centered student affairs practice. |
|---|---|
| ISSN: | 1949-6591 |
| DOI: | 10.1080/19496591.2018.1506793 |
