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Underrepresented students with disabilities transitioning into a 4-year university

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Underrepresented students with disabilities transitioning into a 4-year university

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Underrepresented Students With Disabilities Transitioning Into a 4-Year University

Sarah Hashimy Alexander

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

December 2023

© Copyright by Sarah Hashimy Alexander 2023
All Rights Reserved

The Committee for Sarah Hashimy Alexander certifies the approval of this Dissertation

Atheneus C. Ocampo
Debbie Jih
Sheila Banuelos, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
Underrepresented college students with disabilities constitute a small but important portion of the
overall undergraduate student body; however, little research investigates their on-campus
experience paired with accessibility services. This study delves into the perspectives and
experiences of seven students and three accessibility services staff members at a large, residential
private 4-year institution. Their intersecting identities included a spectrum of identities including
racial and ethnic identity, sexual identity, gender, nationality, and economic status. This
qualitative case study focused on two research questions to understand these students’
experiences as they transition into college and how accessibility services staff members
contribute to overall student success. Virtual interviews brought forth the challenges and positive
moments of utilizing accommodations. This research sheds light on institutional challenges in
rendering adequate support to these students. Challenges include deficits in training and
professional development for staff in supporting underrepresented college students with
disabilities, faculty misconceptions about accessibility services, impediments to social
engagement for these students, and faculty misunderstandings about their needs. The findings
indicate a need for proactive measures to better equip campus stakeholders with skills to elevate
the college experience for underrepresented students with disabilities and to address barriers to
ensure their holistic well-being and success.

v
Acknowledgements
To my family: For your unwavering love, support, and encouragement throughout this
journey. Your belief in me has been my rock, and your unwavering support throughout my life
has paved the way for my success. This accomplishment is a reflection of your dedication and
belief in my potential. Mom and Dad, your endless encouragement, loving words of support, and
sacrifices will forever be in my heart. Thank you both for making me feel capable of achieving
my dreams. To my brother and sister-in-law, your constant cheering and understanding have kept
me motivated and focused. Thank you for allowing your homes to be my moments of escape
during writing and studying. I am grateful to each of you for the countless times you offered a
shoulder to lean on, a listening ear, and a source of laughter when I needed it most.
To my committee: Dr. Banuelos, your leadership and insights have been instrumental in
shaping the direction of this research. Your thoughtful guidance and willingness to invest time in
my growth have left an indelible mark. I have been lucky to have known you since completing
my master’s degree, and to be able to close out this chapter of my doctorate with you is
extremely special. Your guidance, expertise, and feedback have shaped this work into what it is
today. Your commitment to pushing me further and discussing my ideas has been pivotal in
making this dissertation a reality. I am forever grateful for your mentorship and the knowledge
you’ve shared throughout every meeting. Dr. Ocampo, as I shared during our first meeting, my
favorite memory of you was during a lecture in my master’s program when you boldly
challenged each person in the class to figure out how to be a figure of change, using our power to
help those around us have space to thrive and asked us what we will do to not become followers
of archaic, oppressive practices. I will forever try to be a figure of change and will always try to
spread knowledge in any form I can. Dr. Jih, I am truly thankful to you for introducing me to the

vi
realm of accessibility services. You have led with empathy from the moment we met and
continue to inspire your staff to find meaning in the work they do. Each member has provided
me with thoughtful critique and constructive suggestions that elevated the quality of this work.
Everyone has graciously provided insights that have illuminated new perspectives and deepened
my understanding, motivating me to consider various perspectives and opinions throughout the
writing process.
To my friends: Thank you for being a constant source of inspiration, laughter, and
understanding. Your consistent words of encouragement, paired with ears that were ready to
tackle times of doubt, have kept me grounded during the most challenging times. Your
friendships have been a light guiding me forward. From late-night study sessions, dinners filled
with laughter, birthday and holiday memories, movie nights, workouts, and meaningful talks, the
very presence of each of you has reminded me of the importance of balance, and your belief in
my abilities has bolstered my confidence in a way I would have never imagined.
This dissertation is a culmination of the collective support, love, and encouragement from
my family, committee, and friends. Each of you has played an integral role in my journey, and I
dedicate this work to you with immense gratitude. Your belief in me has given me strength in
moments when I did not feel strong, and I hope to carry your support with me as I continue to
grow and contribute to the world.

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgements ..........................................................................................................................v
List of Tables ................................................................................................................................. ix
List of Figures ..................................................................................................................................x
Chapter One: Introduction ...............................................................................................................1
Statement of the Problem .....................................................................................................5
Purpose of Study ..................................................................................................................8
Research Questions ..............................................................................................................9
Theoretical Framework ......................................................................................................10
Role of the Researcher .......................................................................................................11
Overview and Definition of Terms ....................................................................................12
Conclusion .........................................................................................................................13
Chapter Two: Review of the Literature .........................................................................................15
Disability Perception ..........................................................................................................16
Theoretical Frameworks ....................................................................................................39
Utilizing Frameworks ........................................................................................................46
Summary ............................................................................................................................49
Chapter Three: Methodology .........................................................................................................50
Qualitative Methodology ...................................................................................................50
Research Procedures ..........................................................................................................51
Data Analysis .....................................................................................................................59
Conclusion .........................................................................................................................60
Chapter Four: Findings ..................................................................................................................62
Findings..............................................................................................................................70

viii
Research Questions ............................................................................................................92
Conclusion .........................................................................................................................97
Chapter Five: Discussion .............................................................................................................100
Purpose of the Study ........................................................................................................100
Analysis of Findings ........................................................................................................101
Limitations .......................................................................................................................108
Recommendations For Research, Policy, and Practice ....................................................109
Conclusion .......................................................................................................................112
References ....................................................................................................................................114
Appendix A: Student Recruitment Flyer .....................................................................................133
Appendix B: Screening Questionnaire for Student Participants ..................................................134
Appendix C: Study Information Sheet for Students ....................................................................136
Introduction ......................................................................................................................136
Detailed Information ........................................................................................................136
Appendix D: Study Information Sheet for Staff ..........................................................................139
Detailed Information ........................................................................................................139
Appendix E: Staff Participants Interview Protocol ......................................................................142
Appendix F: Student Participant Interview Protocol ...................................................................145
Introduction ......................................................................................................................145
Questions..........................................................................................................................145
Appendix G: Email to Potential Student Participants ..................................................................149
Appendix H: Email to Potential Staff Participants ......................................................................150

ix
List of Tables
Table 1: Student Participants 64
Table 2: Staff Participants 65

x
List of Figures
Figure 1: Legal Timeline Depicting Laws Specifically Related to Students With Disabilities
in Higher Education 6
Figure 2: Components of Marginality and Mattering Theory and Validation Theory Leading
to Student Success 48
Appendix B: Student Recruitment Flyer 130

1

Chapter One: Introduction
In the late 1800s and early 1900s, students with disabilities were segregated from other
students and were typically underestimated in their full academic potential, establishing an
underrepresented group of students (Madaus, 2011). Data from the Disability Statistics Annual
Report revealed that the percentage of individuals with disabilities rose from 11.9 in 2010 to 12.6
from 2013 to 2015 (Kraus et al., 2018). With these statistics, it is not surprising that the number
of college students with disabilities enrolling in college has increased as a growing
underrepresented group in the United States (National Center for Education Statistics, 2019).
Before going into the details of this study, I highlight the path toward disability rights.
The disability rights movement during the 1970s led the way toward legal policies for inclusion
and support for college students with disabilities in higher education (Gelbar et al., 2015). The
definition of “disability” has continued to change throughout various movements in history.
However, in 1990, the definition was incorporated into federal law. The Americans with
Disabilities Act (ADA) states that a disability applies to an individual “who has a physical or
mental impairment that substantially limits one or more major life activities of such an
individual, or a person who is perceived by others as having such impairment” as described in
section 12102 of the Americans with Disabilities Act (ADA, 1990, para. 2). It is important to
note that the ADA states that such impairment must substantially limit a major life activity
without the use of possible accommodations (such as additional time, excused absences, and
breaks) and possible use of medical equipment or medications (ADA, 1990). Legal policies or
social movements were the main reason why more awareness of disabilities occurred in
educational and professional settings. For example, the passing of the G.I. Bill in 1944 paved the
way for many veterans with disabilities to enter higher education; however, the lack of proper
2

student support services created plenty of unnecessary barriers that could have been avoided
(Madaus, 2011).
By law, educational settings are required to provide equal access both in and out of the
classroom for students with disabilities due to the passing of the ADA and Section 504 of the
Rehabilitation Act and have offices for disability services (ADA, 1990; Zehner, 2018).
Additionally, Section 504 further protected students with disabilities from a legal perspective,
allowing students with a variety of disabilities to enter various higher education programs
(Madaus, 2011). In higher education, obtaining accommodations is led by the student, whereas in
K–12, it is primarily guided by a team of staff and the students’ guardians. Because higher
educational institutions are required to comply with the laws and also provide offices with
disability-related support, students with disabilities now have the opportunity to have access to
higher education and also have more opportunities to reach professional goals.
The research involving the experiences of students with disabilities in higher education is
very limited, which is a concern, knowing that the percentage of students with disabilities
continues to increase in higher education (Kimball et al., 2016). Knowledge of these student
experiences can contribute to further understanding challenges, barriers, and graduation rates and
how to improve these students’ experiences. Goodman et al. (2019) outlined that among the
population of students with disabilities, Asians (26%) are more likely to obtain their bachelor’s
degree, followed by non-Hispanic Whites (15%), Latinos (9%), and African Americans (9%). It
is of concern that 9% of Latinx and African American students with disabilities graduate college,
and rates of graduation for college for students with disabilities are reported to be nearly 13%
compared to non-disabled peers (Goodman et al., 2019; Hong, 2015). Furthermore, the National
Council on Disability reported that 34% of students with disabilities took approximately 8 years
3

to complete a degree intended to be only 4 years (National Council on Disability, 2015). These
numbers indicate that institutions may not be best equipped to support students with disabilities
beyond their legal requirements (Hong, 2015). As such, higher education officials must explore
how to best support underrepresented students, as lack of degree completion can impact
professional opportunities for students with disabilities. However, there is limited research on
specific factors, such as social or cultural impacts, that may impact the persistence of
underrepresented students (Kimball et al., 2016).
In 2020 and 2021, around 14% of college students reported having a disability that
impacted them both in and outside the classroom (NSSE, 2022). Higher education has had
policies supporting students with disabilities for some time, and there is research that generalizes
these students’ experiences but does not highlight specific populations. Despite laws and
policies, students with disabilities can still “experience a ‘chilly’ campus climate involving
stereotypes, microaggressions, misconceptions and exclusion” (Kimball et al., 2016, p. 1).
Kimball et al. (2016) found that university staff professionals hesitated to adequately support
students with disabilities due to little knowledge of the law. This exemplifies how “less attention
has been given to ableism and the privilege of those who do not have disabilities,” causing
students with disabilities to be oppressed by abled-bodied individuals and forced to navigate
various microaggressions (Kattari, 2015, p. 375).
Examples of microaggressions in the classroom can look like a professor having students
walk around or stand for a class activity (with the professor assuming everyone can stand or
walk) and telling a student requiring a service dog they are lucky to bring their pet with them
everywhere (Kattari, 2015). These incidents can occur throughout the campus community and
cause students with disabilities to naturally feel segregated and unsupported by their campus
4

community (Lu, 2016). Zehner (2018) stated that in larger public research institutions, “students
with disabilities are significantly less satisfied with campus climate compared to students who do
not have disabilities” (p. 145).
Due to various microaggressions and a lack of support for students with disabilities, these
students, in some regard, have become invisible to their campus community because many
individuals label a “disability only as a need for an accommodation rather than as an identity”
(Abes & Wallace, 2018, p. 551). The very notion of assuming that someone with a disability
must need an accommodation is an ableist assumption (Kattari, 2015). Davis (2016) noted that
higher education leaders must also consider how an individual may identify as someone with a
disability and create space for students to honor this with other aspects of their identities. Staff
and faculty must validate that disabilities exist and, more importantly, acknowledge that this is a
group individuals might identify with as a part of themselves. The Association of Higher
Education and Disability (AHEAD) reported that accessibility services staff define how an
institution prioritizes disability matters (AHEAD, 2019). Accessibility services staff members
play an important role for their students (Wessel et al., 2009). There is little information on the
experience of underrepresented students with disabilities as they assimilate to their college
campus and minimal information about accessibility services staff’s knowledge of how to
support these students.
The start of college can be wonderful, but students with disabilities may experience a
more difficult time assimilating to the college campus, obtaining accommodations, and persisting
through degree completion. Additionally, it is of note that of all undergraduates with disabilities,
the highest percentage of students reporting a disability are White (United States Department of
Education, 2019). Utilizing historical frameworks of weaponization of disabilities in higher
5

education, underrepresented students with disabilities are significantly impacted as they
transition into college and persist to degree completion.
Statement of the Problem
Accessibility service offices make great effort to provide accommodation services for
registered students, requiring members at the institution to comply by law rather than accounting
for other support students may need. It is important to note that accessibility service offices
primarily operate through a deficit approach where accommodations are approved, pending
whatever limitation a student is experiencing (Abes & Wallace, 2018). Countless efforts have
been made to provide access for students with disabilities both inside and outside of the
classroom due to specific disability laws.
It is important to note that the Rehabilitation Act developed in 1973 to provide
individuals with disabilities access to programs that receive federal funding was not formally
approved until 1977; government administrators postponed signing a legal act to provide access
due to the potential financial burden placed on these programs becoming more accessible (Evans
et al., 2017). In the context of education, the Americans with Disabilities Act encompassed
higher education institutions that were both public and private who were not receiving federal
funding to provide access to academic programs as well as access to services outside of the
classroom (such as residential settings, dining halls, and external work placements; ADA, 1990).

6

Figure 1
Legal Timeline Depicting Laws Specifically Related to Students With Disabilities in Higher
Education

The purpose of various laws is to protect individuals with disabilities from harassment,
discrimination, and lack of access (ADA, 1990). Figure 1 depicts key educational mandates that
affect students with disabilities. Despite these laws, it is important to note that students may
hesitate to disclose their disabilities out of fear of stigmas or ableism (Baker et al., 2012).
Research on underrepresented individuals with disabilities at 4-year universities is very limited,
and because of this, access can be different for these students. Between 1990 and 2010, only 1%
of articles from known education journals focused on students with disabilities, despite 19% of
higher education students having disclosed a disability (Peña, 2014; National Center for
Education Statistics, n.d.).
Despite their increased number in higher education, actual degree completion rates of
students with disabilities have decreased (Belch, 2004). When students have accommodations
from their institution’s accessibility services office, they are more likely to complete their degree
programs (Barber, 2012). Information on these students’ academic success and persistence
1973:
The
Rehabilit
ation Act
(Section
504)
1990:
America
ns with
Disabiliti
es Act
*amended
in 2008

2004:
Individu
als with
Disabiliti
es
Educatio
n Act
1944:
Servicem
en’s
Readjust
ment Act
(also
known as
G.I. Bill)
7

allows faculty, staff, and administrators to understand their roles in student success and
implement best practices (Kutscher & Boutin-Foster, 2016). Colleges are also becoming more
diverse, with 64% Asian students, 41% White students, 36% Black students, 34% identifying as
two or more races, 34% Pacific Islanders, and 22% American Indian/Alaska Natives (NCES,
2020). Colleges’ disability and mental health services are improperly structured to address
underrepresented students’ needs. Ultimately, understanding problems for underrepresented
students with disabilities in higher education requires analyzing the foundation of higher
education and its relationship with marginalized and underrepresented populations. Institutional
leaders must understand that many colleges were founded on the basis of racist and oppressive
ideals.
Patton (2016) states that “the present context of racism [and] White supremacy in higher
education requires acknowledging its violent, imperialistic and oppressive past” (p. 317).
America’s first institutions “supplied administration of the colonies, supported domestic
institutions, and advanced Christian rule over Native peoples” (Wilder, 2014, p. 17). Institutional
leaders must understand that the majority of college campuses were founded on the basis of
racist and oppressive ideals that did not honor diversity, equity, or inclusive learning
environments.
Society holds a degree from a 4-year institution in high regard. The last decades of
veterans returning from war, various laws prohibiting discrimination of individuals with
disabilities, and more accountability in education systems paved the way for a growing number
of students with disabilities to enter college campuses. Patton et al. (2016) recognized that
federal data on these students include those who disclose their diagnoses and argued that a larger
number of students could qualify for accommodation services but either choose not to disclose or
8

are not aware of such support. Disability service staff professionals must obtain a wide skill set
to best support underrepresented students.
Higher education officials must closely explore the various contributors on the campus
itself that may affect retention rates and incoming students’ adjustment and assimilation into the
community. Research has shown that a sense of belonging corresponds to students’ progression
toward completing their degree programs (Museus et al., 2018). However, students with
disabilities are less likely to experience a sense of belonging and more likely to contemplate
dropping out of their institutions than their able-bodied peers (Adams & Proctor, 2010). Vaccaro
and Newman (2016) also argued that personal feelings of belonging are also connected to
feelings of mattering, and this interpretation is not the same for each person. Strayhorn (2012)
noted that college students might have intersecting identities, which can impact how they
connect to their campus.
Purpose of Study
The purpose of this qualitative case study was to further understand the experiences of
underrepresented students with disabilities as they transition into their 4-year institution and how
accessibility professionals can better support them. As mentioned previously, there is limited
research on this population, and this data will help postsecondary educators better understand
these students’ experiences and how to support them. By also understanding the insight of
accessibility services staff members, recommendations can be made to better support
underrepresented students by providing accommodations and helping connect them to resources
to progress academically. The results of this dissertation can be used to assist with developing
university policies and programs to provide additional support for these students. These supports
and policies will ultimately increase graduation rates.
9

Accessibility services offices contribute to students’ success. Accessibility service
professionals hold beneficial knowledge of the implementation of accommodations and are well-
equipped to provide knowledge of how to support students across campus offices (Oertle &
Bragg, 2014). Once a student discloses their disability and provides documentation to obtain
accommodations to their accessibility office, staff must assess what functional limitations and
barriers the student is experiencing (AHEAD, n.d.). The majority of research regarding
disabilities staff is from the perspective of students rather than providing insight into each
individual’s experience and training.
Research Questions
The research questions explored in this dissertation are as follows:
1. What are the college experiences of underrepresented students with disabilities that
lead to feelings of mattering and inclusion?
2. How do university staff support underrepresented students with disabilities toward
feelings of inclusion and student success?
An instrumental case study was determined to be appropriate for this study. As the
researcher, it was imperative for me to understand the experiences of both sample groups and
eliminate any assumptions that may arise. A qualitative study was the best approach to
investigate a social issue by understanding the experiences of each group in their environments
(Creswell & Poth, 2018). Data for this study came from interviews. Interviews allow the
researcher to understand clear details of what encompasses someone’s mind and create space for
individuals to share their perspectives and purpose (Patton, 2016). The data were collected using
interviews that shed light on the research questions, and participants received an information
study sheet to provide them with information on the purpose of the study, including their rights
10

as participants. Before the interviews, participants received a link to a screening questionnaire to
ensure they matched the criteria for the study. They also had the opportunity to provide a
pseudonym to maintain their anonymity. Chapter Three presents more details regarding the
methodology.
Theoretical Framework
Entering higher education can bring forth a variety of feelings for any student due to a
variety of factors that incoming students have to independently be responsible for while
adjusting to their new environment. Underrepresented students with disabilities may experience a
difficult time transitioning to their new education environment as they now have to manage
possible intersecting identities. Given the potential new challenges these students may
experience, I used two conceptual frameworks to guide this study: Schlossberg’s (1989)
marginality and mattering theory and Rendón’s (1994) validation theory. The following section
will review the two frameworks in further detail.
Schlossberg ’s Theory of Marginality and Mattering
Schlossberg (1989) brought forth the notion that feelings of marginality and mattering
can impact student development in their personal college experience. Schlossberg stated that
marginality is a feeling “of not fitting in that can lead to self-consciousness, irritability and
depression” (Patton et al., 2016, p. 36). Schlossberg also defined mattering as an individual’s
personal beliefs regarding whether they matter to others (Schlossberg, 1989). Schlossberg further
shared that for underrepresented individuals, the feeling of being marginalized is more
permanent than not.

11

Validation Theory
Rendón (1994) outlined that validation theory states “that for many low-income, first-
generation students, external validation is initially needed to move students toward
acknowledgement of their own internal self-capableness and potentiality” (Rendón Linares &
Muñoz, 2011, p. 17). The first place this can be implemented is in the academic setting, where
students are given academic support (via professor, teaching assistant, or academic tutor) but
also encouragement, thus allowing them to gain confidence in themselves as well as feel
connected to their learning environment (Rendón Linares & Muñoz, 2011, p. 17). Secondly, this
is seen through interpersonal relationships where students feel they have individuals who care
about them (Rendón Linares & Muñoz, 2011, p. 17). Both of these components lead toward
positive outcomes for students when they feel as if they are supported by individuals in their
campus community (staff, faculty, and peers).
Role of the Researcher
My role in this dissertation was to collect data on both the experiences of
underrepresented students with disabilities and accessibility services staff professionals to
provide suggestions on what the institution can do better while keeping my personal biases
separate. Knowing that I have professional experience working in accessibility services, I
recognize I may have come into this project with bias and may have had certain expectations
based on my own experiences working with this student population. To combat these biases, I
included member checks for the student participants to help with meaning-making throughout
the data analysis. I also identify as an abled-bodied, cis-gendered woman, and Afghan-American.
I recognize my positionality and role as the main researcher in this study.

12

Overview and Definition of Terms
Within the context of this dissertation, it is extremely important to understand that
various definitions affiliated with the realm of disabilities are connected to specific moments in
time. Society and those involved within activism for disability rights seek to change how the
interpretation of disabilities evolved over time. The term disability abides by the Americans with
Disabilities Act (ADA) interpretation as an individual that has a physical or mental limitations
that significantly impacts one or more major life activities (ADA, 2022). The ADA is also a legal
definition and prohibits discrimination against an individual based upon their disability (ADA,
2022). I define the term accommodation by how Section 504 of the Rehabilitation Act of 1973
and Americans with Disabilities Act in such where the purpose of accommodations are to
minimize or fully remove barriers within the educational environment (both on ground, online,
or in the residential setting), to provide equal access for individuals with disabilities (U.S.
Department of Education, 2020). When referencing accommodations within educational settings,
it is important to note that their sole purpose is to establish equal access to course content,
remove barriers (in the classroom or residential setting), not fundamentally alter the requirements
of a course and do not create an unfair advantage (U.S. Department of Education, 2020).
Ableism refers to forms of discrimination as well as beliefs about individuals with disabilities in
regard toward their respective disability (Merriam-Webster, n.d). Within the context of this
dissertation, the definition of underrepresented has shifted and taken shape over the duration of
the study. While underrepresented originally had referred to individuals’ racial or ethnic identity,
the student participants were asked only to participate in the study if they identified as
underrepresented, in whichever way they defined the term. Through the study, underrepresented
refers to a much more broader definition that includes not only racial and ethnic identity, but also
13

gender and sexual identity, age, nationality, and economic status. As such, underrepresented
students can be defined as students who identify as having at least one historically oppressed
identity. Underrepresented students enrolled in 4-year universities unfortunately experience
discrimination on a consistent basis (Harwood et al., 2018). It is extremely important for
educators to recognize that the very act of experiencing hostility on a consistent basis can not
only create feelings of disconnect to a learning environment but further impact retention rates
and a student’s willingness to complete their degree (Palmer & Maramba, 2012). An
Individualized Education Program (IEP) is considered a legal document within the United States
that is created for students within public schools needing special education (Individuals with
Disabilities Act, 2022). A 504 plan is a formal document within the K–12 realm, designed to
support students with disabilities with accommodations to address functional limitations they
may experience on a regular basis due to their respective disability (Understood, 2022).
Conclusion
This chapter introduces the topic of the dissertation and explores underrepresented
students with disabilities and their transition to 4-year institutions and will discuss how
accessibility service staff may contribute to student success. This chapter also discusses the
statement of the problem, research questions, and my role as the researcher. The later chapters
also discuss literature connected to the dissertation topic and will then explain methods for
collecting data. Chapter Two discusses research connected to the experience of underrepresented
students in and out of the classroom, retention rates, and the need for more diversity on college
campuses and discusses how the K–12 realm creates significant barriers for this student
population. Chapter Three discusses the research methods, how each participant was selected,
and how data were collected. The chapter also includes more details about the data analysis and
14

the participants. In Chapter Four, I present the findings organized by the research questions and
the themes that emerged from the data analysis. In Chapter Five, I conclude with a discussion of
the findings, implications for practice, future research, and conclusions.

15

Chapter Two: Review of the Literature
This dissertation sought to understand the experiences of underrepresented students with
disabilities transitioning into their 4-year institution and how accessibility service staff support
them in this process. Before delving into the literature review, I discuss varying perceptions of
disabilities. Upon entering the literature review, I first utilized literature on these students’
graduation rates. Secondly, I utilize literature discussing their classroom experiences. The topic
of underrepresented students with disabilities and help-seeking behaviors was explored third.
Lastly, the lack of diversity in the mental health realm is explored. I close this chapter by
discussing two theoretical frameworks: Schlossberg’s (1989) marginality and mattering theory
and Rendón’s (1994) validation theory.
This qualitative case study took place in a large, private 4-year research institution and
discusses the experiences of underrepresented students with disabilities in addition to
transitioning to their institution to explore how the perspectives of accessibility service
professionals can assist in this process. This study examined an institution’s departments to
support these students and recommendations to improve their experience. Lack of student
support hinders retention rates, preventing students from gaining professional opportunities
(Mead, 2018). This study contributes to the research on these students’ experiences in addition to
the knowledge of accessibility service staff. My intention with this study was to provide insight
into these students’ experiences so student support staff and faculty can better account for this
population.

16

Disability Perception
In the United States, a disability is defined as someone “who has a physical or mental
impairment that substantially limits one or more major life activity,” which can encompass social
interactions, professional settings, education settings, and mobility, among other activities
(ADA, 2022, para. 2). It is important to note that other countries have different interpretations of
defining a disability. For example, the World Health Organization (WHO) states that a disability
has three dimensions which include an impairment (something that impacts “a person’s body
structure or function or mental functioning” which can appear as loss of mobility, vision,
hearing, or memory), an activity limitation (for example, “difficulty seeing, hearing, walking, or
problem solving” and participation restrictions (where “daily activities, such as working,
engaging in social and recreational activities” may be impacted; WHO, 2001, para. 3).
Three models are used to conceptualize disability: moral, medical, and social (Olkin,
2002). The moral model interprets a disability as connecting toward an individual or their
family’s “character, deeds, thoughts, and karma” which can be both negative by carrying
“stigma, shame and blame” or positive through being portrayed as a “sign of honor, faith or
strength” (Olkin, 2022, para. 1). The medical model’s perception of disability resides from a
pathological lens where a person that is experiencing an impairment must be treated by an
expert, where the “goal is to return the system or function as close to ‘normal’ as possible”
(Olkin, 2022, para. 3). The social model explores disability from an individual’s identity, where
“disability is believed to result from a mismatch between the disabled person and the
environment (both physical and social)” (Olkin, 2022, para. 5). This model posits that the most
effective approach to address disability awareness is to change the perspective of the community
17

and those within it (Olkin, 2022). The very components of disability are developed from
individuals who do not actually have disabilities.
Underrepresented Students With Disabilities and Help-Seeking Behaviors
The goal of K–12 schools should be to provide all students access to college. However,
as there is a “problem of overrepresentation of minority children in certain disability categories
since the 1970s” still occurring more than 50 years later in comparison to White students, the K–
12 system actively prevents underrepresented student groups from achieving their full potential
(Ferri & Connor, 2005). When underrepresented students with disabilities do not have adequate
support during their time in K–12, barriers to entering college and the professional workforce
arise (NCLD, 2020). In addition to this, it is concerning that underrepresented college students
are less likely to be diagnosed with a disability compared to White peers despite showing similar
symptoms or needs (Morgan et al., 2018).
In the K–12 system, students are also incorrectly labeled as having disabilities. Around
12% of Black and 9.4% of Hispanic students, compared to 8.5% of White students, are placed in
separate special education classes for disabilities ranging from physical or learning disabilities to
emotional disturbance (National Research Council, 2002). A child is placed in a special
education course due to having a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that adversely affects a child’s
educational performance:
• an inability to learn that cannot be explained by intellectual, sensory, or health factors
• an inability to build or maintain satisfactory interpersonal relationships with peers and
teacher
• inappropriate types of behavior or feelings under normal circumstances
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• a general, pervasive mood of unhappiness or depression
• a tendency to develop physical symptoms or fears associated with personal or school
problems
Emotional disturbance includes schizophrenia. The term does not apply to students who
are socially maladjusted, unless it is determined that they have an emotional disturbance.
(Individuals with Disabilities Education Act [IDEA], 2017, para. 1)
Black K–12 students are more likely to be identified with an emotional disturbance and
are almost three times more likely to be suspended compared to other students with disabilities
(USDEOCR, 2014.; Losen & Martinez, 2020). There is not enough information as to why
underrepresented students are separated from their white peers and categorized as emotionally
disturbed rather than being given adequate resources to progress academically. Additionally,
White students with disabilities can receive support in a regular classroom for a larger portion of
the day (more than 80%) compared to their peers with disabilities (U.S. Department of
Education, n.d.). It is concerning that some underrepresented students who may require support
are not properly identified and struggle academically, whereas other underrepresented students
are being incorrectly labeled as having a disability—these specific gaps are creating significant
barriers to underrepresented students’ long-term success rates.
There is also a lot of ambiguity in who is declaring this diagnosis or initiating the
decision to move the student to a special education class. For instance, does the teacher possibly
have a bias against the student of color for requiring more support but is more likely to help a
White student, or is a school’s leadership automatically placing students of color who show more
signs of anxiety around academics due to past experiences of possibly having teachers who were
not equipped with diversity training in special education classes? These barriers can easily
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impact the student’s relationship with their school. For example, overlooking a student or not
providing them the same treatment as their White peers may lead to feeling less important in this
academic environment.
A 1997 amendment of the Individuals with Disabilities of Education (IDEA) Act was
intended to be implemented at K–12 schools to monitor the number of underrepresented students
being placed in special education courses (Knoblauch & McLane, 1999). The government
recognized that underrepresented students with disabilities do not have the same access to
educational opportunities as their White peers and attempted to establish accountability through a
federal mandate. However, these efforts have not been as successful. More recently, in 2016,
nearly 20 years later, President Obama’s administration wanted states to “address significant
disproportionality in the identification and placement of children with disabilities” and required a
“revision of policies, practices and procedures when significant disproportionality is found” in
hopes of providing an equitable education to all student groups (U.S. Department of Education,
2018, para. 4). In 2018, U.S. Secretary of Education Betsy DeVos halted President Obama’s
efforts to make special education qualifications more uniform; thus, more underrepresented
students are still being segregated from their peers and denied access to a quality education (U.S.
Department of Education, 2017, 2018).
Turning to graduation rates, nearly 47% fewer students with disabilities graduate
compared to their able-bodied peers, at 67% compared to 85% (NCES, 2019). This country’s K–
12 systems should be concerned that only two out of every three students with a disability earn a
high school diploma within 4 years and should take intentional action to narrow that gap. It is
also concerning that underrepresented students may be put on alternative diploma plans
compared to White students, where 57% of these students obtained a certificate in general
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education development after completing an exam rather than a high school diploma (NCES,
2019). In addition to this, underrepresented students with disabilities are 14% more likely to drop
out of high school altogether (NCES, 2019). These statistics indicate that these students are at a
disadvantage compared to their abled-bodied peers when preparing for life after high school
graduation.
The Projects of Education Statistics to 2024 revealed college enrollment has increased
“37 percent from 1999 to 2013” and that in the fall of 2020, around 20 million students entered
American colleges (Hussar & Bailey, 2016; NCES, 2019). Of these students, around 4 million
will have disabilities (NCES, 2019). In the United States, the U.S. Department of Education
(2018) reported that 18% of Hispanic, 17% of Black, and 15% of Asian undergraduate students
reported having a disability, compared to 21% of White students. These statistics are significant
in that obtaining a bachelor’s or associate's degree has become the standard in the United States,
and, more importantly, higher education is now more accessible than ever. The start of college is
a memorable time for any student, but students with disabilities may experience different
challenges in finding support in a new environment. If students who have disabilities are not
appropriately diagnosed in K–12 schools, they could struggle academically without adequate
academic support. If a campus fails to provide accessible materials, students will not respond
positively to the learning environment or succeed academically (Gierdowski et al., 2020).
In 2018, the Centers for Disease Control and Prevention (CDC, 2018) stated that “61
million adults in the United States live with a disability” (para. 10). The ADA defines a disability
as “a physical or mental impairment that substantially limits one or more major life activity,”
meaning that an individual can be impacted visually and socially in addition to experiencing
limitations with their mobility and processing speed (ADA, 2017). Students with disabilities
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entering higher education encounter many forms of discrimination, such as having their identities
outed in a classroom, unfamiliarity with disability laws, and lack of awareness from their
professors, peers, and university staff (Gierdowski et al., 2020). Because “sixty-seven percent of
young adults with [disabilities] report enrollment in some type of postsecondary education,”
faculty and staff must understand that these students share the same excitement for learning as
their able-bodied peers but may require additional campus support to help them excel personally,
academically, and professionally (Cortiella & Horowitz, 2014, p. 28).
Students understand that earning a degree may lead to further professional opportunities
and financial profits. Additionally, the fact that more students with disabilities are entering
higher education implies that they have enough support to gain confidence in their academic
abilities. Student support departments must work in anticipation of the adjustment period when
working with these students to help them adjust personally, socially, and academically on
campus (Adams & Proctor, 2010). An individual in this population may develop lower self-
esteem regarding their ability to compete with their able-bodied peers, which has greater
implications for their retention and graduation.
Students with disabilities receive consistent support through counselors and teachers
through an IEP (Disability Benefits 101, n.d.). From the moment a student is admitted to a 2- or
4-year institution, they should receive information on on-campus support options (ADA, 2017).
Should a student wish to seek accommodation services in higher education, they have to disclose
their diagnosis and provide documentation supporting their condition from a professional
speaking on their diagnosis (Disability Benefits 101, n.d.). This process entails self-advocacy in
making sure that the individual’s disability is not a basis for discrimination—if a student does
not know how to ask for support, they are going to hesitate to obtain these needed services
22

(Gierdowski et al., 2020; Disability Benefits 101, n.d.). In addition to this, some students may
not have proper funding to obtain documentation to get their accommodations and will have to
disclose their disabilities to faculty to find support (Gierdowski et al., 2020). Students go from
receiving constant support during their time in K–12 to college, managing their academic
independence and seeking support independently (Quick et al., 2003).
As there is a higher chance of students dropping out of college during their first academic
year, student support departments must be intentional about retaining all students (Respondek et
al., 2020). In higher education, “mental health disorders and learning disabilities are the most
common types of disabilities students report” (Gierdowski et al., 2020, para. 1). Gierdowski et al.
(2020) reported that 44% of students with disabilities are not actually registering for
accommodation services, and 5% of students stated they were unfamiliar with a disability
services office in general. For instance, because 67% of students with disabilities graduate from
4-year institutions compared to 84% of their peers, university officials must make intentional
efforts to train faculty and staff to help these students transition to college (NSBA, 2019). The
17% difference may indicate that these students may not know how to access accommodations or
have sufficient information on various support services. Colleges must eliminate stigmas
associated with disabilities and make the process of obtaining accommodations smoother
(Gierdowski et al., 2020). Students with disabilities may also not want to disclose that they have
a disability (Grimes et al., 2017). This has potential implications for students not doing well
academically, possibly leading to a greater risk of being placed on academic probation or lower
retention rates among this group (Grimes et al., 2017).
This population is also entering community college and transferring to a 4-year institution
(Cortiella & Horowitz, 2014). The community colleges may provide more hands-on support that
23

students with disabilities are familiar with receiving from their time in the K–12 environment by
creating initiatives tailored for students with disabilities, encompassing approaches for achieving
success in and outside of the classroom (Prentice, 2002). 4-year institutions should take note of
the efforts of 2-year institutions in accounting for this student population by working with
individuals involved in a student’s academics, such as professors, advisors, and campus support
staff (Prentice, 2002).
While college does symbolize a time of independence for students, some with disabilities
may find the transition very difficult and could get lost in the process. All levels of an institution
must be aware that the transition process to higher education for students with disabilities may be
different from their able-bodied peers (Scott, 2019). When student support offices are better
equipped with training on how to adequately support these students, students can better transition
into the institution (Scott, 2019). If schools do not take these steps, adverse experiences may
occur where students feel discriminated against due to their diagnosis or struggle academically,
socially, and mentally. By taking these precautions, student support departments and faculty can
demonstrate to the students that they are inclusive to support all students (Scott, 2019).
Underrepresented Minoritized College Students ’ Completion Rates
The consequences of disparities in higher education for students with disabilities have
impacted this population professionally and financially. Employment rates for individuals with
disabilities who obtained a bachelor’s degree, or more, were around 28% and around 75% for
individuals without a disability in 2019 (U.S. Bureau of Labor Statistics, 2020). Almost 7.3
million students in public schools receive special education services (NCES, 2019). Since 2004,
the IDEA has required public schools to establish goals for students with disabilities
encompassing higher education in addition to professional and personal goals (IDEA, 2017).
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Through the implementation of IDEA, these students now have access to make their transition to
college (Sanford et al., 2011). Since these students’ enrollment rates quadrupled from the late
1970s to 2011, institutions now must account for how to make the academic experience as
inclusive as possible (Snyder et al., 2016). As these students enter college, they are expected to
handle the various rigors that arise as their able-bodied peers. However, while laws like IDEA
help provide college access, graduation rates do not reflect enrollment rates (Newman et al.,
2011). Fifty-seven percent of able-bodied students graduated from higher educational institutions
compared to 40% of students with disabilities (NCES, 2019).
Underrepresented students with disabilities have much lower rates of completing higher
education due to structural inequities that pave the way for mistreatment of student groups
compared to their able-bodied peers (National Research Council, 2004). Despite laws passed to
promise equity for all individuals, there are many differences between underrepresented students
with disabilities and their White peers. It is concerning that intersectional racist structures have
survived at college campuses, but more importantly, educators must understand that these
structures cause social and academic challenges (Jack, 2016). Education in the United States is
“perceived, developed, and enacted in ways that put Whiteness in the most powerful position of
every racist ordering,” where “White, primarily middle-class norms of language and culture, are
consistently privileged in institutions of public education, regardless of the presence of teachers
and students of color” (Tuck & Gorlewski, 2016, p. 200). Therefore, underrepresented students
may experience pressure to assimilate with the dominant group and not obtain services to help
them progress (Tuck & Gorlewski, 2016).
Recent data reports that African Americans, followed by non-Hispanic Whites, are more
likely to have a disability, and they describe how “the disparity results from a complex
25

interaction of socioeconomic and demographic characteristics” (Goodman et al., 2019, p. 10). It
is important to note that in the context of education, “adults with disabilities tend to have a lower
level of education than those without a disability,” and “one in five adults with disabilities have
less than a high school education [21%] compared to eleven percent of no disability” (Goodman
et al., 2019, p. 10). In addition to this, underrepresented students from “low-income communities
do not graduate from college at higher rates than the same demographic of students who attend
traditional public schools” (Love, 2019, p. 32). Normalizing poor academic performance and low
retention stems from racist higher education structures (Massey et al., 2014). Underrepresented
students, in general, are limited when it comes to professional opportunities; however, when also
having disabilities, there are more disparities in success rates (Massey et al., 2014).
The structure of the college system requires underrepresented students to shed their
identities and personify the culture of their able-bodied peers (Garza & Fullerton, 2018; Thiele &
Gillespie, 2017). When colleges continue to promote their institutions to predominantly White
able-bodied students, underrepresented students with disabilities will naturally experience a
variety of barriers in the classroom and the campus community. Failure to address racial
inequities in higher education does not work toward establishing equitable learning environments
and prevents students from succeeding academically (Massey et al., 2014).
The actual layout of the campus itself can also lower success rates. A major obstacle
many students experience is managing time for studies while also finding time to account for the
effects of their disabilities (Sachs & Schreuer, 2011). For example, some students may
experience an impact in accessing the campus itself. Using an elevator to go up six floors
compared to walking up a stairwell for an able-bodied person is a convenience for time;
however, if a student is bound to a wheelchair and the elevator is broken, they have no way to
26

access their class. An inaccessible campus can naturally cause a student to not want to pursue
their academics or transfer to a more supportive environment. Additionally, a blind student who
requires the text in an accessible format (such as braille) and cannot access it might experience
distress in keeping up with the coursework and feel as if the instructor and school consider their
needs insignificant. Students who cannot access the course materials or the class itself are
unlikely to feel included on campus.
While it is true that the 1st year of college is important for all students, it can be a very
different experience for underrepresented students with disabilities (van der Zanden et al., 2018).
For instance, most students can adapt to their campus community when entering college;
however, these students’ experiences may look different compared to their peers with no
disabilities (Kim & Aquino, 2017). Data has shown that students who enter college do not feel a
sense of belonging to the campus are more likely to drop out within their first 8 weeks (Raley,
2007). This fact is especially significant for students with disabilities, who are 25% more likely
to drop out within the 1st year and 35% more likely to drop out by the second year should they
not feel connected or supported by their institutions (DOE, 2017). It is not surprising that
dropout rates increase for these students when many may feel that they are not being supported
(Becker & Palladino, 2016). According to Singell and Waddell (2010), 48% never returned after
having left their 4-year institution, 43% enrolled at a 2-year college, and 8% enrolled at another
4-year institution (Singell & Waddell, 2010). The 48% is of concern.
Knowing that students with disabilities struggle with lower retention rates, campus
officials should continually communicate support services throughout the students’ first 2 years.
Student support staff should be mindful of this statistic, as the 1st year is particularly important
for academic success. Should a student also decide to transfer, this can prolong their time to
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graduation and create additional financial and emotional distress (Lombardi et al., 2011). The
financial strain may be significant enough for some students to not continue academically;
however, these individuals will further struggle with minimal job opportunities compared to
those with a degree.
Students are learning to adjust to the responsibilities of adulthood while also balancing a
demanding courseload; however, those with disabilities may also have additional challenges in
managing their needs independently. The transition of hands-on support in the K–12 realm to
higher education is drastic (Becker & Palladino, 2016). Underrepresented students may be
cautious in seeking support due to fear of being stigmatized and may not be informed about what
they are legally entitled to (Becker & Palladino, 2016). These obstacles are significant enough to
impact graduation rates, and the university must inform all students of services to help them
complete their degree programs (Becker & Palladino, 2016). In addition to this, a highly
competitive campus environment naturally causes students to shy away from leaning on one
another for academic support and can be “more taxing for students whose disabilities create
additional difficulty forming relationships” due to possible fears of not being seen as adequate by
their peers (da Silva Cardoso et al., 2016, p. 384). Academic and social struggles can directly
impact how they will engage and assimilate into their college, thus leading to higher chances of
dropping out.
Working to maintain students until graduation is imperative because a college degree
provides numerous benefits to the individual as well as to the community. Research shows
professional opportunities and financial earnings are higher for individuals with a college degree
(Trostel, 2015). Therefore, it is important to also note that students with disabilities who obtained
college degrees or certificates were more likely to have higher employment rates (83%)
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compared to those who did not graduate (Newman et al., 2011). As more individuals obtain
degrees, there are more opportunities for universal success. For instance, graduates with
disabilities can now enter the professional realm and pave the way for younger generations with
disabilities by spreading further awareness into different fields.
The amendments to the ADA have promoted the inclusion of students with disabilities on
campuses by developing accessibility offices. Campus officials must work toward defining and
implementing inclusion for all learners in a manner that is not forced. Natural inclusion is an
organic process that is experienced in the classroom, dining halls, and social interactions with
professors or peers. (Moore & Schelling, 2014). This culture establishes natural support for all
learners and honors each experience (Ryndak et al., 2000). In an academic setting that provides
academic and emotional support, students with disabilities can better engage with their peers and
studies, making them more likely to persist through graduation. Additionally, ensuring all
students have equal access to support requires implementing universal design. Universal design
involves “the planning of spaces, activities, and resources to allow for the participation of people
of the widest possible range of abilities and differences without additional adaptation” (Zimmer,
2012, p. 90). Universal design requires that the environment and instructions are accessible to all
students (Roberts et al., 2011).
When educators work toward understanding how some student groups may struggle to
assimilate into their higher educational setting, they can create new practices that will eliminate
these groups from being marginalized. The academic experience is imperative in helping
students develop professional skills; however, people with disabilities struggle in the workforce,
and this can be traced to inequities in their education (Shandra, 2017). As students with
disabilities are entering college campuses in greater numbers, many barriers get in the way of
29

completing their degrees, and it is imperative for educational leaders to assess the factors that
hinder their success (Snyder et al., 2018).
Underrepresented Students With Disabilities in the Classroom
A common misconception is that a disability itself implies that the individual is incapable
of learning. Incorrect ideas such as this can lead to lower academic performance. Instead of
fostering an environment of learning, students may indirectly be set up for failure before entering
the classroom (Shifrer, 2013). Faculty attitudes contribute to persistence. However, for some
students, newer or adjunct faculty may not be familiar with university policies. In addition, first-
generation and underrepresented students experience disruptions during their 1st year in college
and have difficulty interacting with peers and faculty (Tinto, 2012). A student’s interaction with
a figure of authority, such as a professor, is significant enough for the student to refrain from
seeking other forms of support or advocate for themselves when needed (Junco, 2002). Thus,
campus officials must understand their students need to build a relationship with their learning
environment to assimilate socially and academically (Tinto, 2012).
Once students are approved for accommodations, they are required to provide their
faculty members a letter of accommodation, an action plan that can sometimes bring
discrimination by peers and faculty. Research has found that students with disabilities are
hesitant to obtain accommodations due to fear of negative responses from their faculty and peers
(Lyman et al., 2016). This is especially true for students with learning or psychiatric disabilities,
which some faculty may dismiss (Moriña, 2017).
Faculty not fully understanding accommodations or lack of implementing
accommodations creates barriers. Furthermore, faculty must also be mindful of being discreet
when it comes to protecting the identities of students who have accommodations. While faculty
30

are considered experts in the topics they teach, research has found that some are not provided
with proper training in providing legally required accommodations (Scott et al., 2003). Faculty
have the right and freedom to build their courses; however, when they do not have the resources
to teach different populations, they can create barriers for students. When a faculty member has
limited insight into accommodation services and may have to alter their assignments to make
them accessible for a student, they could incorrectly assume that the student is fundamentally
altering the course and choose not to administer the accommodation (Lombardi et al., 2011).
Another concern that has been mentioned previously is the students’ lack of awareness of
support services (Redpath et al., 2013). Students enter their higher education institutions without
the hands-on support they had in K–12 and may not fully understand the steps they need to take.
Additionally, should a student be diagnosed later, they may not be fully aware of what the
accommodation process entails or how to articulate this to obtain services. For some students, the
weight of disclosing their disability may be too daunting, and they might independently try to
find alternative solutions to cope with their diagnosis (Lyman et al., 2016). While this may be
successful at times, it can also put them at risk academically if they do not have proper
accommodations should they experience a flare of their diagnosis (Lyman et al., 2016).
While there has been progress in granting access for students with disabilities in higher
education, it is the academic courses that allow students to progress toward degree completion.
In their courses, students may be expected to engage with their classmates as well as faculty,
especially in an on-ground or synchronous class setting. Social learning theory defines an
attitude as something that is formed through social and cultural experiences (Bandura, 1977). A
person’s attitudes and beliefs are essentially carried out in how they respond to others. This is
significant because a negative attitude can create various barriers. Through being treated
31

negatively, a student can lose all connections and feelings of success in their learning
environment (Rao, 2004). Faculty members are essentially gatekeepers of a tolerant and
inclusive culture in their classrooms, which can either help or deter students academically.
Should a classmate or faculty member be misinformed about disabilities, a student with an actual
disability can immediately feel isolated or uncomfortable, which can distract them from learning
the course material (Armstrong et al., 2017).
When faculty demonstrate an attitude of positivity and show they are willing to support
their underrepresented students with disabilities, the students can better engage with the course
material and are more likely to seek other forms of support. The likelihood of a professor
following ADA policies to implement a student’s accommodation depends on the individual
professor and their personal experiences (Dvir, 2015). Research has found that one of the
contributors to student success is faculty attitudes toward and awareness of disabilities (Salzberg
et al., 2002). When faculty are not informed on these topics and recommend incorrect resources,
they can set up barriers for the student and cause more harm (Leyser et al., 2011). When student
support services inform faculty of various resources (accommodations, counseling, academic
coaching, tutoring, etc.), accurate information can be transferred to the student, allowing them to
feel supported and apply their best efforts in the course (Leyser et al., 2011).
Nonetheless, there are classroom barriers for students with disabilities despite various
laws and university policies to best support this student population (Barazandeh, 2005). For
example, if a student registered with accommodation services does not have access to course
content equal to what their peers would have received, this lack of support and necessity to
provide the tools for all students to succeed may potentially subject the university to legal
matters. Faculty must understand the parameters of the law concerning accommodations and
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disabilities. Research has shown that there is a connection between faculty’s understanding of the
legal realm of accommodations and their inclination to implement them (Rao & Gartin, 2003).
However, there is also data that has shown that faculty actually have little understanding of their
legal obligation to provide accommodations to their students (Rao, 2004; Villarreal, 2002). In
sum, students deserve to feel their faculty cares about their success (Rao, 2004). A university
prepared to welcome all populations creates a more inclusive campus community, and the
students can better adapt to the institution (Rao, 2004).
More recently, campus stakeholders are now looking into implementing course
accessibility modules for all students. The concept of universal design has been promoted across
many institutions, specifically through the Higher Education Opportunity Act. Universal design
is defined as the creation of “an environment so that it can be accessed, understood and used to
the greatest extent possible by all people regardless of their age, size, ability or disability” (NDA,
2020, para. 1). In the education realm, there are two universal design platforms that have been
established, universal design for instruction and universal design for learning. The nine
components of universal design for instruction are equitable use, flexibility in use, simple and
intuitive, perceptible information, tolerance for error, low physical effort, size and space for
approach and use, a community of learners, and instructional climate (Scott et al., 2003).
Universal design for learning focuses on engagement, representation, action, and
expression (CAST, 2018). As universities encourage the implementation of universal design in
their lesson planning, more students are given access to class materials. In addition to this,
building courses using this practice directly encourages inclusive learning for all students while
allowing the instructor ownership of the lesson (Rose et al., 2006). For example, a recorded
lecture can have captioning to assist students who may be deaf, hard of hearing, or have auditory
33

processing delays (Rose et al., 2006). However, if faculty deem their lessons are already
accessible, they may refuse to provide students with their accommodations. Both practices are
imperative in allowing students with disabilities access to their course materials.
Before course development begins, faculty must be required to participate in training
opportunities to increase their knowledge, skills, and awareness with practices that can best
support students with accommodations, including universal design. For some faculty, the concept
of learning a new form of course development can be intimidating, especially if they are not
familiar with different forms of technology (LaRocco & Wilken, 2013). In addition to this
suggestion, training on disability awareness must occur to educate the faculty on different
learners. Research has shown that there is a higher chance of faculty implementing concepts of
universal design when they receive disability training first (Lombardi et al., 2011). Training
regarding different disabilities should come from the accessibility office and counseling centers
to guide faculty to best support students and connect them to appropriate resources.
Students with disabilities deserve to feel included in their education settings without
wondering if faculty or peers will discriminate against them for their differences. Faculty are
especially important in maintaining a culture of inclusion in their classrooms and informative
resources as they are often among students’ first point of contact, along with academic advisors.
Mental Health Diversity
There are many reasons underrepresented students with disabilities do not access
accommodations in higher education. Crenshaw (2017) noted that intersectionality can bring
forth discrimination, which is worsened if the individual also identifies with a disability
diagnosis (Crenshaw, 2017). It is important to actually assess how multiple identities paired with
a disability may impact a student’s ability to connect to their learning environment to belong and
34

persist academically. Yull (2015) outlines how “being labeled as disabled may be particularly
harmful to minority students because they face potential discrimination on at least two fronts” of
being disabled, as well as being labeled with a minority or marginalized group (Yull, 2015, p.
388). Specifically with African Americans, “living in a predominantly White society has often
led Black Americans to be hypervigilant about the images they presented to the wider world”
(Smith, 2020, para.12). As a result, underrepresented students may be more hesitant to seek
support due to feeling as if they are being discriminated against for their racial identity and
needing mental health support. These barriers can naturally create added mental health
challenges for underrepresented students with disabilities. Additionally, due to the relationship
between “minority status and poverty in the United States, minority students with disabilities
may also face stigma and discrimination based on their socioeconomic status” (Yull, 2015, p.
388). Also, these students may need employment to support themselves through college, thus
having to choose between financial means or their health and mental needs.
Espinosa et al. (2019) found that underrepresented higher education students were more
likely to be from lower socioeconomic backgrounds compared to White students (Espinosa et al.,
2019). Should these students have diagnoses, a lack of funding can prevent proper treatment,
which will prevent academic success. Yull (2015) noted that “premising access to
accommodations in postsecondary education on receipt of a psychiatric diagnosis magnifies the
negative impact of childhood poverty (and thus minority status) on adult earning and
productivity” (p. 357). Because students are required to present documentation from a licensed
treating clinician confirming their diagnosis “students who grew up in poverty are
disproportionately prevented from accessing accommodations, which are required for them to
35

compete on equal footing with their non-disabled peers,” which in turn impacts their educational
attainment (Yull, 2015, p. 358).
Despite academic accommodations providing an overall positive influence on a student’s
self-esteem and motivation, students may be overly cautious about how they are perceived in the
academic environment. Racial discrimination is also a psychological stress, which can
understandably impact a student’s ability to perform academically and desire to participate in
their campus community. Higher education officials must understand these inequities, and then
intentional effort must be made toward creating an education that is inclusive and accessible.
Should campus officials not keep these students’ academic experiences in mind, the students
may feel that they do not belong and develop imposter syndrome, which could lead to
exacerbated symptoms connected to a diagnosis.
Students who can transition from high school to college have been adequately prepared
throughout high school, and students who have not had access may feel behind. Of those
students who are coming in more prepared for college, they may have been prepped on having
learned independent, executive functioning skills, as well as having learned how to ask for help
and knowing what they need to succeed (such as resources for tutoring, accommodations,
counseling, etc.) due to having these resources in high school. Underrepresented students with
disabilities who come from disadvantaged high schools or low-income backgrounds have a
harder time adjusting to the demands of college. Culturally, these students may also experience
cultural stigma (Rohwerder, 2018). In some cultures, disabilities are branded as punishment or
caused by a spiritual power (Rohwerder, 2018). In the context of accessing accommodation
services, research shows that “even if minority families receive a referral to a specialist for their
child” during their time in the K–12 setting, “these families have more difficulty maintaining
36

continuity of care and attending regular follow-up visits with the specialist” in comparison to
their Caucasian peers “because of barriers that prevent their families from accessing specialty
services” (Yull, 2015, p. 377). Some of these barriers may be related to the financial challenges
of paying for services related to a student’s disability.
In addition, underrepresented students may not obtain accommodations due to beliefs of
grit or resilience when it comes to experiencing barriers due to disabilities (McGee & Stovall,
2015). Should a student feel that they are suffering mentally and would defer to toughing it out to
appear strong, this can create a detriment to their long-term health. When they are not taught
effective coping mechanisms or strategies to help handle symptoms that arise, students can
potentially resort to unsafe practices to suppress the feelings (such as excessive drinking, drug
usage, not eating, or not going to class). This may contribute to the reasons underrepresented
students do not seek mental health support services compared to White peers despite a nearly
80% increase between 2007 and 2017 (Kook et al., 2023; Brown, 2020).
Students need to see individuals of color represented at all levels across the institution. It
is concerning that over 80% of U.S. educators identify as White (Love, 2019). During fall 2017,
76% identified as White against 24% who identified as “nonwhite” compared to 55% of
undergraduate students who identified as White compared to 45% who identified as nonwhite
(NCES, 2020). The fact that faculty are still more likely to be White despite more diverse
students entering the classrooms is concerning (The Campaign for College Opportunity, n.d.).
According to the Campaign for College Opportunity, within the greater Los Angeles region, 70%
of tenured faculty are White, 49% are White male, 7% are Latinx, 4% are African American and
17% identify as Asian American and Native Hawaiian/Pacific Islander (The Campaign for
College Opportunity, n.d.).
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Additionally, there is limited data on the percentage of higher education staff and faculty
who identify as having disabilities. However, there is some data that represents 4% of faculty
reporting that they have a disability (Scott, 2019). When underrepresented students do not see
faculty that look like them, there can be a disconnect in terms of cultural or disability awareness,
which may lead to discrimination, implicit biases, and a general lack of understanding. It is
important for students to see diversity throughout their educational careers, and because most
teachers are White, this creates the space for “racial disparities [that] include low expectations,
cultural insensitivity, and misunderstandings” and can lead to less than ideal in-class experiences
for this student population (ASCD, n.d., para. 2).
The U.S. Census Bureau (2021) found that “83% of the U.S. psychology workforce is
White” (para. 3). Additionally, White women are also very dominant in the field of psychology
(Castillo et al., 2013). Historically speaking, White men dominated the field, which caused many
foundational practices “rooted in racism, sexism and homophobia” (Chamlou, 2022, para. 7).
Despite the APA’s efforts to remove barriers, the organization acknowledged it “ignored the
opportunity to take a formidable stand to address poverty, racism and social concerns affecting
African Americans” (APA, 2021, para. 16). Underrepresented students with disabilities may not
feel safe sharing their lived experiences with people who do not look like them or cannot
understand cultural expectations or awareness of oppression.
According to Mental Health America (n.d.), “The historical Black and African American
experience in America has and continues to be characterized by trauma and violence more often
than for their White counterparts,” which can naturally cause a student to feel stigmatized or
potentially fearful of even being vulnerable in safer spaces (para. 1). These feelings of
stigmatization and fear could lead to distress, where students may be in need of support from a
38

mental health perspective. This is especially significant for Indigenous and Native American
people, as access to mental health services may be nonexistent due to a lack of technologies, and
the suicide rate “is about 20 percent higher as compared to the non-Hispanic white population”
(CDC, 2019, para. 3). In some cultures, such as Latinx, there is shame associated with mental
health services and seeking additional support (Jimenez et al., 2013). When students grow up
unable to seek mental health support, they may believe that their physical and mental needs are
not significant enough to merit support. These experiences may have grave consequences and
implications for help-seeking in college and may be related to persistence, retention, and college
completion. Knowing that there are various cultural stigmas that connect to mental health
services, campus offices must be diligent in providing services to provide mental health
resources.
Students experiencing a lack of representation in the curriculum and from figures of
authority may carry experiences of discrimination as they progress in school, tarnishing their
openness to campus support. Educators have the responsibility to help all students develop
academically and personally; due to inefficient (or lack of) cultural and diversity training, they
may cause more harm to marginalized students. “African American children are more likely than
their Caucasian counterparts to be labeled as intellectually disabled or emotionally disturbed,”
which arises from the biases of the educator and results in placing the student in a class with no
academic accommodations (Yull, 2015, p. 383). White students are more likely to receive
academic accommodations during their time in K–12 education and can obtain documentation
support, essentially used as leverage when entering college in having a record of diagnoses (Yull,
2015). Underrepresented students deserve to be greeted with the same amount of empathy as
their White peers. Additionally, faculty and staff require training on how cultural differences and
39

disability can shape the classroom experience or the ability to seek resources. This training
should be inclusive and accessible for all faculty and staff.
Theoretical Frameworks
Beginning college can be intimidating. Aside from moving to a new city and sometimes a
new state, incoming students may worry about making friends and/or fitting in at their new
college or university. These transitions can be especially difficult for underrepresented students
with disabilities entering the higher education realm. These students might have difficulty
navigating two completely new worlds alone—managing their disability independently and
understanding a new education environment. Given these challenges, I will introduce two
conceptual frameworks that guided this study: Schlossberg’s (1989) marginality and mattering
theory and Rendón’s (1994) validation theory.
Marginality and Mattering Theory
Schlossberg (1989) developed the concept of transition theory and explained the theory
as “events of nonevents that alter our lives,” for instance, beginning college, where “people in
transition often feel marginal and that they do not matter” (p. 1). Relatedly, Schlossberg noted
that, with each occurrence of a new transition, “the potential for feeling marginal arises”
(Schlossberg, 1989, p. 2), hence the theory of marginality and mattering.
When going through a transition, such as starting college, an individual essentially
experiences an imbalance of their former self and new self, “especially if there are no norms for
the new roles” (Schlossberg, 1989, p. 2). For instance, if an underrepresented student with a
disability feels as if they will have a difficult time adjusting to college due to feeling as if their
identity or disability does not matter to their campus, feeling as if they will not have access to
course materials, feeling as if their experience is not recognized, this can directly cause them to
40

feel marginalized. Additionally, not being adequately prepared for the new learning environment
and suddenly embodying the new role of an independent college student as an adult can be a
discouraging experience. Thus, these transitions, coupled with feelings of marginalization, may
come into play.
Furthermore, Schlossberg referenced the work of Robert E. Park in describing a marginal
individual as the following:
One who is living and sharing intimately in the cultural life and traditions of two distinct
peoples, never quite willing to break, even if permitted to do so, with past and traditions,
and not quite accepted, because of prejudice, in the new society in which the individual
seeks to find a place. (Park, 1928, p. 892, as cited in Schlossberg, 1989)
The process of assimilating to college opens space for a student to learn about themselves
by developing personally, academically, and professionally. Students who feel marginalized
might feel insignificant in their new environment. Schlossberg stated that feeling marginalized
produces “feelings about mattering” (Schlossberg, 1989, p. 3).
Schlossberg references the work of Morris Rosenberg and coworkers in defining
mattering as “a motive: the feeling that others depend on us, are interested in us, are concerned
with our fate or experience us as an ego-extension exercises a powerful influence on our actions”
(Rosenberg & McCullough, 1981, p. 165, as cited in Schlossberg, 1989). In these instances, the
authors refer to mattering as the idea that students need and should feel as if they matter to their
learning environment, as these feelings can help to better acclimate to their campus culture.
When students feel as if they matter to those around them, they can be open to accepting various
forms of support (Schlossberg, 1989).
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Schlossberg outlined five dimensions of mattering that Rosenberg highlighted: attention,
importance, ego-extension, dependence, and appreciation (Schlossberg, 1989). Attention is “the
most elementary form of mattering is the feeling that one commands the interest or notice of
another person” (Rosenberg & McCulloguh, 1981, p. 164, as cited in Schlossberg, 1989). When
campus staff and faculty make intentional efforts to show students that they matter, they are
intentionally demonstrating that they care. They might, for instance, say good morning, learn the
proper pronunciations of their names, or ask where the students are from. A student who does not
experience this might feel isolated, marginalized, or excluded (Schlossberg, 1989). Importance is
defined as “to believe that the other person cares about what we want, think and do, or is
concerned with our fate, is to matter. Whether the adolescent goes on to college or becomes
hooked on drugs may deeply concern his/her parents” (Rosenberg & McCulloguh, 1981, p. 164
as cited in Schlossberg, 1989). When students are empowered to share their experiences and
opinions, they feel important and included. Ego-extension “refers to the feeling that other people
will be proud of our accomplishments or saddened by our failures” (Schlossberg, 1989, p. 4).
When students can have their successes praised or their failures honored by their peers
and university staff or faculty, they feel as if their good and bad experiences are important to
their learning environment. Rosenberg and McCullough stated that “our behavior is influenced
by our dependence on other people is easily understood. What is … more mysterious is why our
actions are equally governed by their dependence on us” (p. 165, as cited in Schlossberg, 1989).
Better explained, the authors suggested that a student may thrive in the feeling that others are
depending on them. For underrepresented students with disabilities, this can look like joining a
peer mentor program where they are serving as a mentee to younger classmates. When students
feel they have the responsibility of people depending on them, they are now embodying a greater
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purpose for themselves—they are not just a student but someone to provide further support or
guidance.
Lastly, Schlossberg (1989) noted the “importance of feeling that their efforts were
appreciated” was highlighted (p. 4). Appreciation allows an individual to feel honored for what
they do rather than their academic achievements. When people feel appreciated, they establish a
closer connection to their environments. Applying Schlossberg’s theory of marginality and
mattering allows educators to examine the purpose of their individual work when supporting
students—when they find meaning in their work, greater spaces for student success are opened.
When students feel like they matter at all levels of the university due to accessible classrooms,
inclusive student organizations, and a diverse faculty, they feel supported by those around them,
progress academically and personally, and attain skills to grow professionally.
Feelings of belonging in college can contribute to higher academic achievement,
persistence, and adjustment (Cole et al., 2020; Strayhorn, 2012). Factors that influence mattering
and belonging are relationships, being accepted by peers, and university faculty and staff
(Strayhorn, 2012). Feelings of not mattering or belonging can adversely affect academic progress
and overall mental health (Flett et al., 2019). Griful-Freixenet et al. (2017) mentioned that
students reported a positive experience in courses where faculty members engaged with students
and explored how marginalization can lead to feeling isolated, harming mental health (Patton et
al., 2016). Patton et al. (2016) explained that for members of an underrepresented group, the
feeling of being marginalized is more permanent (Patton et al., 2016). Students with disabilities
may struggle due to constantly balancing the role of a traditional college student while having to
prove themselves as someone with a disability who may need accommodations (Hong, 2015;
Trybus et al., 2019).
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Liebowitz (2015) found a factor that can hinder students’ feelings of mattering is an
environment of ableism where students with disabilities are othered from their able-bodied peers.
Thus, educators must be mindful of when working with underrepresented students with
disabilities because these two intersecting identities can hinder their experience at their
institution should there not be efforts to help them adjust. Students find value in mattering to
those around them, allowing them to connect to their learning environment more meaningfully
(France, 2011). Belch found that “belonging, involvement, purpose and self-determination [are]
identified as important factors affecting retention for college students” with disabilities (Belch,
2005, p. 117).
Validation Theory
College campuses are now enrolling more underrepresented students than ever before
(Ponjuan & Hernández, 2021). Nonetheless, research has shown that underrepresented students,
typically first-generation, experience delays in completing their degrees compared to their White
peers (NCES, 2019). Rendón (1994) found that campuses must adjust to better support newer
student populations by establishing supportive relationships. Rendón’s work requires intentional
efforts on the part of university staff and faculty to help support underrepresented students better
assimilate to their campuses that were “originally designed by and for the privileged and in many
ways still function as such” (Rendón, 1994, p. 34). When a campus is tailored to support White
students and excludes underrepresented students, “non-traditional students have been forced to
adapt to a new culture” (Rendón, 1994, p. 34). Lomotey (2010) defined a predominantly white
institution (PWI) as a college where White students make up more than 50% or more of the total
student body population.
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For the context of this paper, underrepresented students can be defined as students who
identify as having at least one historically oppressed identity. These identities can naturally
impact how an individual interprets their educational and social experience in a negative manner
if they reside at a location that causes them to feel constantly marginalized. Underrepresented
students enrolled in PWIs experience consistent discrimination (Harwood et al., 2018).
Educators can utilize Rendón’s validation theory at PWIs to remove barriers and foster a
sense of community for all students. Validation theory is made up of six components and
empowers educators to honor the experience of underrepresented students and view them as just
as capable as their peers (Rendón, 1994). Rendón defined validation as “an enabling, confirming
and supportive process initiated by in- and out-of-class agents that foster academic and
interpersonal development” (Rendón, 1994, p. 44). The second component essentially states that
as students are validated, they develop higher self-esteem and self-worth, allowing them to
engage in the learning process (Rendón, 1994). Next, Rendón stated that “validation is a
prerequisite to student development,” (Rendón, 1994, p. 44). Continuous forms of validation
throughout the university can make students feel more secure in their ability to learn and can
better assimilate into the campus community (Rendón, 1994).
Fourth, Rendón (1994) noted that validation can appear in and out of the classroom
(Rendón, 1994). University staff and faculty can positively influence unrepresented students by
intentionally honoring their experiences when providing guidance. Rendón defined how
“validation suggests a developmental process [where] the more students get validated, the richer
the academic and interpersonal experience” (Rendón, 1994, p. 44). Lastly, “validation is most
effective when offered in early in the student’s college experience, during the first year of
college and during the first weeks of class” (Rendón, 1994, p. 45). As underrepresented students
45

are entering campuses in higher numbers, campus officials must be aggressive in validating
them. As students feel validated, they can be open to receiving support and, more importantly,
work toward completing their degree programs.
When an institution validates them, underrepresented students shed negative beliefs about
their abilities to succeed (Rendón, 1994). Research has found that these students require
resources to progress academically, which may cause university personnel to make negative
assumptions about their ability to succeed before working with them (Harper, 2010). Campus
officials must reassess institutional structures that may prevent student success. Through new
practices, the student experience is validated (for instance, bringing forth different cultural
centers, academic tutoring, and group counseling). As students join a learning environment that
validates their experience, their confidence in their threshold to take on various challenges and
confidence in their success increases (Rendón, 1994). If implemented effectively,
underrepresented students are empowered in their abilities while the institution makes an
intentional effort to address oppressive structures that have limited the success of more
marginalized student groups.
Hallett et al. (2019) used validation theory to investigate college programs’ effectiveness
in supporting student’s psychosocial outcomes. Hallett et al. found that validating experiences
were more important than the actual features of the program itself. They also found a relationship
between students’ academic validation and academic success in addition to feelings of mattering
to their college campus in the first 3 years (Hallett et al., 2019). Hurtado et al. (2019) explored
perceptions of academic and personal validation among underrepresented and White students.
The researchers found that underrepresented students experienced personal and academic
validation when classroom faculty provided support (Hurtado et al., 2011). Compared to White
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peers, these students reported lower feelings of validation, demonstrating the need for faculty
who provide support while honoring students’ different experiences (Hurtado et al., 2011). The
researchers noted that intentionally applying this theory may allow underrepresented students to
connect to their campus community (Hurtado et al., 2011).
Another study by Vetter et al. (2019) incorporated validation theory on students’
perception of inclusion at their university by studying the experience of 1st-year college students
through faculty involvement in first-semester courses (Vetter et al., 2019). The researchers found
that when faculty meet the students where they are, intentionally establish a personal connection
with them, are inclusive of all learners, and treat students as individuals, then students experience
more success (Vetter et al., 2019). When faculty demonstrate empathy by reflecting on their
academic journeys in their lessons, students engage with the concepts (Vetter et al., 2019).
Faculty who adjust their curriculum to better support students’ academic levels and intentionally
create spaces where students can share their experiences also contribute to students’ connecting
to their campus community (Vetter et al., 2019).
Utilizing Frameworks
Underrepresented students with disabilities can relate to feelings of marginality more
often than their White peers because they essentially exist among two identities at the same time:
their ethnicity (or chosen identity) and their disability (Schlossberg, 1989). These students are
significant because their experience is ignored, causing them to feel invisible among their White,
able-bodied peers (Schlossberg, 1989). When feeling marginalized, these students can turn to
various resources on campus to learn that their experience matters to those around them. For
instance, when faculty provide resources to counseling (individual or group), share information
about cultural centers, and demonstrate inclusive lessons, students can feel like their experience
47

is meaningful. Educators can be intentional about creating spaces for underrepresented students
by providing resources and, more importantly, honoring their experience when checking in
(Rendón, 1994).
Figure 2 presents components of both theoretical frameworks depicting what is needed to
achieve student success: validation from the campus community (faculty, staff, peers),
motivation to handle challenges, and feelings of mattering. Additionally, campus resources like
tutoring, accommodation services, and support better allow these students to assimilate into the
campus community (Means & Pyne, 2017). Campus leaders must put forth intentional effort to
demonstrate that all students matter; otherwise, students can begin to feel as if they are a problem
to those showing them attention (Schlossberg, 1989).

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Figure 2
Components of Marginality and Mattering Theory and Validation Theory Leading to Student
Success

The goal of this study was to understand the experiences of underrepresented students
with disabilities assimilating into their institution and learn about the experience of accessibility
service staff in supporting these students. Additionally, this study addresses gaps in research
regarding these topics and utilizing accommodations. I conducted interviews with
underrepresented students with disabilities and accessibility service staff members to better
understand these students’ experiences at a 4-year institution and to also understand how their
college campus provided validating experiences.

Validation from
faculty,
peers,
student-facing
departments,
academic
advisors

Underrepresent
ed student with
a disability
Student
Success
Feelings of mattering to campus
community
49

Summary
In this review, I discussed various campus settings the lack of diversity in the mental
health realm, the experience of underrepresented students with disabilities, and help-seeking
behaviors in addition to theoretical frameworks. I utilized research on this population at 4-year
institutions. I discussed how higher education systems can better support these students in their
academic progress and success.

50

Chapter Three: Methodology
This chapter will discuss the methodology used during the research process. Theories will
be analyzed to explain the relevance of this topic, in addition to further exploration of sample
selection, collection of data, and analysis of the results. I will also discuss my positionality, as
well as steps taken to confirm the credibility of the data. Two research questions guided this
dissertation:
1. What are the college experiences of underrepresented students with disabilities that
lead to feelings of mattering and inclusion?
2. How do university staff support underrepresented students with disabilities toward
feelings of inclusion and student success?
Given the two research questions, an instrumental case study was found to be the most
appropriate type of study for this dissertation. Using a case study approach, I focus on collecting
interview responses from university staff and students who identify as having a disability and
from an underrepresented background. Various campus resources and programs to support
underrepresented students can make a significant impact on students’ experiences (Means &
Pyne, 2017). Retention rates for underrepresented students may continue to be impacted should
students not have specific resources directed toward supporting their college experience (Mead,
2018).
Qualitative Methodology
For this study, I utilized a case study approach using qualitative research methods.
Qualitative studies allow the researcher to investigate social issues through understanding the
experience of the participants in their environments (Creswell & Poth, 2018). Additionally, a
qualitative approach for this study was suitable due to exploring the experiences of a particular
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group of students and staff members to discuss greater social systemic problems at higher
education institutions (Merriam & Tisdell, 2016). An instrumental case study was determined to
best address the topics of interest. Case studies allow a researcher to identify the primary
questions of a problem, followed by an assessment of the issue in the environment (Harrison et
al., 2017). I condensed themes from the data analysis by examining underrepresented students’
and university staff members’ perspectives (Zittoun, 2017). The responses from both populations
also allowed comparison (Harrison et al., 2017). Sharing multiple experiences in the study adds
diversity in terms of data and greater meaning to the field of accessibility services.
Students enter college with perceptions and understandings of the world, and a case study
allows for exploring these viewpoints (Merriam & Tisdell, 2016). Various opinions also allow
for diversity in a study and present topics for further exploration. A qualitative study
incorporates information from interviews to understand the experiences of underrepresented
students with disabilities and university accessibility service staff. The interactions between
accessibility service staff and the students they serve are important because staff can contribute
to a positive transition to the university by equipping students with appropriate resources. The
study further examined students’ experiences and how lack of resources or staff members’ lack
of knowledge of resources might harm these experiences.
Research Procedures
Role of the Researcher
When a researcher understands the experiences of individuals at an institution (or in a
department), they develop a deeper understanding of policies and procedures in the realm of
student support services (Seidman, 2006). This leads to clarifications on best practices due to
fully understanding the experiences of those involved (Seidman, 2006). I used Douglas and
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Nganga’s (2013) reference to Villaverde’s interpretation of positionality as “how one is situated
through the intersection of power and politics of gender, race, class, sexuality, ethnicity, culture,
language and other social factors” to obtain an understanding as how I plan to approach this
problem from my position in the field (p. 60). I hoped to use my positionality and experiences
toward “social change and [engagement] in criticisms of capitalism, inequity, [and] injustice that
plague society” (Douglas & Nganga, 2013, p. 6).
As a practitioner who works in accessibility services, I regularly interact with
underrepresented students with disabilities. These interactions serve as my motivation to pursue
this study. My role is to remove barriers experienced due to the impact of the disability diagnosis
and spread awareness to faculty about potential discriminatory practices that may arise (i.e.,
questioning the validity of a student’s disability, not providing accommodations). I work very
closely with my students to ensure they feel connected to their education environment by
equipping them with resources to help them progress academically and personally. I learned very
early on in my role that these students may experience barriers in obtaining documentation due
to access to proper care or difficulty in knowing how to actually obtain avenues of support. With
this concept in mind, our office has established close connections with other departments at the
university that may provide counseling services, medical services, psychological/educational
assessments, or occupational therapy services to help our students begin appropriate plans of
treatment. With this in mind, my goal for this study was to better understand the experiences of
underrepresented students with disabilities and the staff that support them. I have spent
approximately 10 years in the education field, serving all levels to promote educational settings
that are diverse, inclusive, and accessible.
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Each researcher brings forth their own perceptions of the world, and these interpretations
can pave the way for their studies (Creswell, 2013). Creswell (2013) defined four philosophical
assumptions made of researchers: ontological, epistemological, axiological, and methodology.
Researchers actively work to collect information concerning various perspectives while also
gathering data that directly concerns the participants of the study. When discussing the findings,
researchers disclose their positionalities and how their experiences may impact the research.
My experience working in accessibility services brings a unique perspective to this study
because I have trusting relationships with students and department staff. When leading
interviews, I was intentional in defining my role as a researcher and not a colleague to encourage
genuine and detailed responses. I created space where participants could share their experiences
and not leave room for assumptions to be made. I recognize that my history in accessibility
services can also produce some bias; however, to counter this potential conflict, I was sure to
intentionally remain neutral to not display any attitude (positive or negative) during interviews to
not affect the responses of the participants. I was sure to uphold a position that was not
threatening, not judgmental, and respectful of the participants at all times throughout the
interview.
Population and Sample
This study was held at Coastline University (CU, a pseudonym), a large research
university in the Southern California region that serves approximately 45,000 undergraduate
students. Black or African American students make up about 5% of the total student body
(around 2,500 students), Latinx students make up about 15% of the total population (almost
7,000 students), and White/Caucasian students make up almost 30% (almost 14,000). At the
university, the office of accessibility services (OAS) provides equal access to students with
54

disabilities by approving accommodations. In addition to ensuring equal access, OAS works to
remove barriers, support equality, and spread awareness about various disabilities. As of Fall
2021, nearly 4,000 students were registered with OAS, making up eight percent of the student
population. In all, around 2,000 students identifying as White make up the majority of students
registered with OAS, followed by Asian (approximately 600), Hispanic or Latino (approximately
500), Black or African American (approximately 300), American Indian or Alaska Native
(approximately 50) and Native or other Pacific Islander (approximately 36). In addition, around
200 students identified as multiracial, and 131 chose not to disclose their ethnicities.
My goal was to interview seven to 10 students and OAS staff members. I interviewed
seven student participants and three staff participants. Purposive criteria were used to select the
participants (Ames et al., 2019). For instance, each participant had to identify as an
underrepresented student with a disability or be a staff member in the OAS. All participants were
a part of the CU campus and were selected on a first-come, first-served basis. The recruitment
period also lasted approximately a month, 4 weeks in total.
Given the legal concerns involving students with disabilities and their identities, I did not
attempt to obtain a list of students registered with OAS. To recruit participants, I posted flyers on
social media platforms of the OAS in addition to sending emails to registered students. Because
this study could have affected its students’ experiences, the OAS agreed to post flyers in the
main office in addition to their social media page. The study volunteers received information on
this study and an information study sheet to provide more details about their participation and
rights.

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Participants
I selected participants using purposive sampling through the OAS email list, allowing me
access to individuals affiliated with the university and scheduling interviews via Zoom in a
similar time zone. I intentionally used purposive sampling to ensure that the participants could
speak on this study’s topic (Patton, 2015). I established standards for selection to ensure that all
participants met specific criteria to speak to the interview questions (Creswell, 2013). The
following sections present the criteria for the two groups interviewed.
Recruitment of Staff
The selection criteria for the staff participants were that they were employed in OAS at
CU and had at least 3 years of experience. For the staff, the purpose of the recruitment email was
to secure participation from OAS staff members who were familiar with accessibility services
and the accommodation process. The requirement was that they have at least 3 years of
professional experience working with students with disabilities. The email communication
included information about the study and that their participation was completely voluntary and in
no way detrimental to their staff roles.
There are approximately 25 staff in the OAS at CU. Approximately 10 staff members met
the study criteria. As such, the plan was to send them a recruitment email and interview the first
three to five who confirmed their participation. As a token of appreciation for their time, I gave
them a $20 gift card.
During data collection, three interviews were conducted virtually. The longest interview
was 80 minutes, and the shortest interview was approximately 40 minutes. Upon the completion
of each interview, transcripts were reviewed, and no additional follow-up was needed.

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Recruitment of Students
The selection criteria for the student participants were
1. Must identify as an undergraduate college student at CU and be at least 18 years old.
2. Must identify as a college student with a disability.
3. Must be a registered student with the OAS.
4. Must identify as an underrepresented student.
For the student participants, I sent an email to the director of OAS to send out the
recruitment email and flyer to students registered with the OAS. The requirements for student
participants were to be currently enrolled, identify as students from underrepresented groups,
have a disability, and be registered with the OAS.
In the recruitment process, I planned to send and share the recruitment flyer (Appendix
A) with the OAS department. I sought their permission to send out and share the study
recruitment flyer. The flyer included the study criteria and a link to a screening questionnaire.
The screening questionnaire was used to screen participants for the study (Appendix B). The
questionnaire included 14 questions related to the study criteria. It also asked participants if they
wished to participate in a 45–60 minute interview. If so, they were asked to provide their email
address where I could contact them. Upon review of the screening questionnaire, I reviewed
submissions that meet the criteria. Those who meet the study criteria received an email to set up
an interview with me. The participant also received the information sheet to review prior to the
interview (Appendices C and D). The information sheet included more information about the
study, the participant’s rights to withdraw, and the incentive for participation.
During data collection, I conducted three interviews were conducted virtually. The
longest interview was 75 minutes, and the shortest interview was approximately 45 minutes.
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Upon completing each interview, I reviewed transcripts, and no additional follow-up was
needed. I organized each response into seven documents and shared them with each student for
clarification to ensure that I captured their intended responses. I made no adjustments, and each
student confirmed their answers as being accurate.
Data Collection for the Staff
Before the interviews with the staff participants, I planned to send a note in reference to
tips for protecting their identity. Tips included coming into the Zoom room without their video
on and renaming themselves using their pseudonyms. Before the interview, I sent the
information sheet to ensure the participants understood their rights. At the beginning of the
interview, I asked if the participant had any questions regarding the information sheet and asked
for verbal consent to record the interview. A semi-structured interview protocol with 17
questions was used for the staff interviews. Appendix E can be referenced for the interview
protocol for staff. Appendix F can also be referenced for the email that will be sent to staff
participants. Upon completing the interviews, participants received a copy of the transcript, and I
sent them a thank-you gift. The data allowed me to understand OAS staff, their perceptions of
student success, the experience of underrepresented students, and their transition at their
institution. This study provides further awareness of accessibility staff to better support
underrepresented students with disabilities academically.
Data Collection for Students
Before the interviews, I sent a note in reference to tips for protecting their identity during
the interview. Tips included coming into the Zoom room without their video on and renaming
themselves using their pseudonyms. Before the interview, I also reviewed the information sheet
to ensure the participants understood their rights. At the beginning of the interview, I asked if the
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participant had any questions regarding the information sheet and asked for verbal consent to
record the interview. A semi-structured interview protocol with 14 questions was used for the
student interviews. Appendix C can be referenced for the interview protocol for students.
Additionally, Appendix G can be referenced for a study information sheet that will be sent to
students. Upon completing the interviews, participants received a copy of the transcript, and I
also sent them a thank-you gift. The data allowed me to understand the experiences of
underrepresented students and their transition at their institution.
It is important to share the participants’ perspectives to analyze current practices’
effectiveness. Data were collected from interviews, a screening questionnaire, and reflective
notes during interviews. I met with each participant online, specifically in a private office where
individuals could speak openly about their opinions and experiences. The interviews allowed me
to better understand each individual’s perspective (Merriam & Tisdell, 2016). Each question was
structured to create space for follow-up questions, depending on the participants’ responses. The
intent was to gather as much information as possible in a manner that allowed the interviewees to
speak openly and required me to adapt to each individual as needed. The goal of the interviews
was to collect perspectives from two subject groups to analyze how institutions can better
support underrepresented students with disabilities.
Each interview was recorded, and I asked participants to give consent to being audio-
recorded only. The participants also received a copy of the transcript of the recording and results
to ensure that I correctly interpreted the information they shared. This allowed participants to
provide clarifications or elaborations on their responses. I processed and interpreted the
information collected as if it were the first encounter with the topic, allowing me to understand
and experience the participant’s responses.
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Data Analysis
My plan was to use Tesch’s eight steps, as referenced by Creswell (2013). My first plan
was to obtain institutional review board approval, collect the data, transcribe the data using
transcription software, and then review it for accuracy. Once I completed the interviews, I
organized and prepared transcripts from Zoom, interview recordings, and interview notes for
further analysis. After, I listened to the recordings and reviewed the transcripts. Reading the
transcripts allowed me to detect themes in the interviews, and I took time for this process. I
reviewed themes that were similar or different between staff and students. I then coded the data
using terms and phrases from the mattering and marginality and validation conceptual
frameworks and research questions using qualitative software. I analyzed the data for themes that
overlapped between student and staff participants.
Ethics
It was my responsibility to consider ethical issues that could occur throughout the
research (Creswell, 2013). I made every effort to protect participants by ensuring that each
interview was conducted in a secure setting and that the recordings were not tampered with.
Throughout the study, I understood that it was my responsibility to respect all participants, and
this was demonstrated by honoring their rights (Creswell, 2013). This qualitative research
required me to lead interviews that could have participants disclose sensitive information and,
more importantly, avoid disclosing clues that could give away their identities. To further protect
the participants, I took the following measures:
• Communication: I provided the participants with an information study sheet in
writing before the interview via email and also shared again online before the
interview began.
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• Voluntary involvement: I reminded each individual during the selection process and
before the interview that their participation was voluntary. Additionally, I reminded
them that they had the right to decline to answer any questions or opt out of
participating altogether.
• Clear guidelines: Participants will be provided with the results of the data analysis.
• Privacy: I took steps to protect the participants’ identities and ensure that each
response was protected. Participants chose pseudonyms, and I assigned the institution
one as well to protect their identity.
• I coded the data using the pseudonyms and did not link personally identifiable
information to the interview transcripts.
Trustworthiness
A criticism of studies involving interviews is possible limitations involving the
researcher’s relation to the topic of study (Merriam & Tisdell, 2016). To remove limitations, all
interviews were recorded via Zoom, and transcripts were shared with participants for
clarification. Allowing participants to clarify their responses gives space for correcting
misinterpretations. While this study occurred at a 4-year, private, research institution, there is an
opportunity to apply these concepts in other education settings. The study’s results can help
individuals working with underrepresented students with disabilities. This study is relevant to
accessibility office and student affairs administrators as they work to support their students.
Conclusion
This chapter discussed this study’s methodology. Details of selecting participants,
participant criteria, my role as the researcher, and data collection procedures were discussed.
Additionally, information pertaining to data collection was reported. Screening questionnaires,
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interviews, reflexive notes, and trustworthiness were also discussed. The purpose of the research
was to understand the experience of underrepresented college students with disabilities
assimilating to their 4-year research institution and the experience of staff supporting this student
group.
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Chapter Four: Findings
In this chapter, I will organize the findings into four themes. Using the two conceptual
frameworks, mattering and marginality and validation theory, I narrowed in on the themes found
in the data analysis. The first theme pertains to how students experience their disabilities while
discussing challenges they experienced both in and out of the classroom and highlighted how
they began to adapt to the campus environment while managing their disability. The first theme
will also discuss the challenges of students with disabilities from the perspective of staff
members. The second theme outlines how the students perceived themselves at the time of this
study and how they believe peers, faculty, and staff perceived them, in addition to discussing
staff’s recollection of how the university perceives these students. The third theme highlights the
experiences of both staff and student participants and covers what resources or support the
participant has or would like to be connected with. Lastly, this chapter discusses the two research
questions. This chapter also presents similarities and differences among the student participants
while highlighting how their disabilities affect their college experiences.
The data presented in this chapter are from 10 virtual interviews with three staff members
working at the university’s OAS and seven students who identified as underrepresented college
students with disabilities. Table 1 depicts the sample of students, their assigned pseudonyms (the
participants had the option to assign themselves a pseudonym or have one assigned for them by
me), registration status, and type of disability.
Table 1 depicts the seven student participants, and Table 2 shares the three staff
participants. The student participants in this dissertation study differed in their experiences of
their disabilities. Within the interview questions, students had the opportunity to disclose their
diagnosis while sharing their experiences as college students with disabilities in and outside of
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the classroom. Additionally, a case study approach was utilized to help highlight each
participant’s experiences. In addition to the seven student participants, the findings also include
data from the three staff members who work within the OAS and are referred to as Adriana, Leo,
and Mason. Before delving into the findings, a detailed narrative for each participant will follow.

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Table 1
Student Participants
Pseudonym Registration date and
student enrollment
year (registered with
OAS and enrolled
student)
Type of disability Gender Perception of
underrepresentation,
intersecting
identities
Aria Registered (freshman
year); active student
(junior)
Obsessive-
compulsive
disorder (OCD),
mental health
Male Disabled, first-
generation, low-
income, person of
color
Eli Registered (junior);
active student
(senior)
Attention
deficit/hyper-
activity disorder
(ADHD)
Male Disabled, first-
generation, low-
income, Native
American, person
of color
Harlowe Registered (freshman);
Active student
(sophomore)
Autistic spectrum
disorder
Female Disabled, African
American and
Asian, person of
color, low-income
Ken Registered (junior);
active student
(junior)
ADHD, mental
health
Male Disabled, Indian,
low-income,
person of color
Melanie Registered
(sophomore); active
student (transfer,
first-semester
sophomore)
ADHD, mental,
dyslexia,
medical/physical
Female Disabled, person of
color, Latina
Travis Registered (junior);
active student
(senior)
OCD Male Disabled,
Black/Latino, low-
income, person of
color
Wayne Registered (freshman);
active student
(current sophomore)
Learning
disability,
Reading
Other:
they/them
Disabled, nonbinary,
queer, Latinx

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Table 2
Staff Participants
Pseudonym Years in
accessibility
services
Professional title Educational background Gender
Adriana 6 Associate director,
clinical and
professional
programs
Master of Social Work Female
Leo 5 Center director,
testing services
Master of Social Work Female
Mason 5 Assistant director of
policy,
programming, and
evaluation

Master of Education,
Master of Psychology
Female

Participant Narratives
In this section, I will provide a brief synopsis of each participant to provide context and
background. I begin with the staff participants, followed by the student participants. The major
study findings will follow.
Staff Participants
Three staff members took part in this study.
Adriana
Adriana has a background in social work and years of experience in supporting students
with disabilities in higher education. She is going into her 4th year of supporting the department
in managing clinical accommodations and coordinates with various programs to ensure that
workplace and/or exam accommodations are arranged. In the department, Adriana also manages
students’ petition requests. She recognizes that she may be the first figure of support that the
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student has ever received, using this as motivation to equip herself with the best up-to-date
practices.
Leo
Leo also has a background in social work and has dedicated over 6 years to managing
testing accommodations for students with accommodations in the university. Leo regularly
collaborates with faculty and teaching assistants to ensure that exams for students with
accommodations are delivered in the proper format. She has streamlined steps for students
testing at the university’s testing center to ensure that no occurrences of academic integrity will
occur. As each semester continues, the number of students testing with accommodations has
increased, and Leo takes great responsibility in ensuring that approximately 10,000 exams were
coordinated for the 2022–2023 academic year for students utilizing their testing
accommodations.
Mason
Mason’s career began in accessibility services, where she has spent approximately 4
years. Mason began as a graduate assistant while she was obtaining her master’s in education,
then progressed toward an accessibility specialist and is now serving as an assistant director,
primarily managing policy and programming. Mason is typically the first point of contact for
students at the university, as she presents at various orientation programs and works closely with
academic advisors, spreading knowledge of the department and accessibility services. Mason
takes great pride in spreading knowledge of accessibility services and actively looks for the best,
up-to-date practices for department staff.

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Student Participants
I interviewed seven students for this study. The following sections present their relevant
characteristics.
Wayne
Wayne entered the university directly from high school and has had a long history of
receiving accommodations. They are currently a sophomore and stated that for as long as they
can remember, they always had different learning needs. Wayne shared that they were extremely
“slow in reading” and, as a result, could not keep up with classmates from K–12 and were teased
for being “slower.” Wayne thanked teachers who worked closely with their guardians about the
accommodation process, as they did not have much insight on disability-related support in
school. Wayne shared that they have multiple intersecting identities (queer, Latinx, nonbinary,
minority, academic disability), and this has impacted their progress from K–12 into higher
education. Wayne shared that the only reason they knew about various higher education
resources was their high school counselors. They felt prepared due to various events the school
held pertaining to resources in college.
Melanie
Melanie transferred to the university after taking a break due to recent medical diagnoses.
Melanie shared that she has had a variety of informal accommodations for her diagnosis of
ADHD and dyslexia during her later years in high school. Melanie identifies as a person of color
and Latina. She mentioned that throughout her childhood, teachers regularly shared with her
mother that she should get tested, but her mother was fearful of her experiencing stigmas around
disabilities and, as a result, obtained informal accommodations from understanding teachers. She
mentioned that when she attended her first university, she was tested, received confirmation of
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two diagnoses, and felt relief when obtaining support. Five months into her freshman year, she
was diagnosed with a medical condition that greatly limited her mobility and received support
from her mother in taking a break from school as well as transferring close to home to have
proper care. Melanie shared that she would not have progressed academically if it were not for
accommodations inside and outside the classroom.
Ken
Ken is an international student from India who has recently received his diagnosis of
ADHD and anxiety. He shared that when growing up abroad, people did not look highly at those
who were different or had disabilities, and this made him nervous to ever seek support. He
shared that his parents went through a lot to send him to a school in America, and he was very
fearful of sharing his diagnosis with them. Ken identifies as a person of color. He also shared
that he had a professor help him during a panic attack he experienced during an in-class exam by
connecting him to the counseling office. Ken shared that this was the first time he had ever heard
of resources to help students with anxiety; he shared that this was something people normalized
or labeled as “weak” if people cannot manage it. He shared that he began therapy and obtained a
diagnosis, and from his therapist, he was connected to the OAS to obtain accommodations for his
classes. Ken hopes to connect other international students with disabilities to resources on
campus because he does not want others to experience the stresses of going through the journey
alone.
Harlowe
Harlowe is a current sophomore and registered for accommodations in her freshman year.
Her identities are African American and Asian, low-income, disabled, and a person of color.
Harlowe shared that it was very obvious that she was autistic from a very young age, but due to
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language barriers, her family did not pursue accommodations or academic support despite
getting a formal diagnosis. She shared that her family believed this would not allow her to get
into college and did not want to jeopardize her chances of progressing academically. As a result,
she had to learn how to cope in different ways academically and experienced social isolation
when becoming too “stimulated in crowded situations.” She shared that when starting college, it
was important for her to find spaces where she could befriend people like her (which she
described as young adult minority females on the spectrum). Harlowe utilizes accommodations
to assist with exams and also uses occupational therapy to help build social skills. She is active in
various clubs across campus and has a solid support system of friends.
Travis
Travis is a current junior and has recently registered for accommodations at the end of the
Fall 2022 semester. In addition to identifying with his disability, OCD, he identifies as
Black/Latino, low-income, and a person of color. Travis disclosed that his family kept his
diagnosis of OCD a secret from other family members out of fear of being ridiculed but worked
with his K–12 school to help with accommodations. He shared that when entering college, he felt
better about independently managing his symptoms due to having most classes online, but he had
difficulty transitioning fully back on ground last year and suffered academically and mentally.
He shared that when leaving his home for classes, he lived with the “constant fear of germs”
entering his space and would spend “all hours of the night” cleaning. He shared that he talked to
classmates about his diagnosis, who directed him to obtain accommodations, and since then, he
has turned his grades around for the better. He disclosed that had it not been for his classmates,
he would have had to suffer in silence but now receives proper support.
Aria
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Aria is a current junior and has been registered for accommodations since freshman year.
In addition to his OCD and a mental health-related disability, he identifies as a first-generation,
low-income person of color. Aria shared how symptoms of OCD and anxiety became very
obvious throughout his childhood, but his family dismissed it as normal. Additionally, he
mentioned that he was apprehensive about obtaining support due to believing inaccurate rumors
about accommodations possibly impacting scholarships he had received and shared that the
scholarships are the reason why he can attend this school. After taking an introduction to
psychology course, Aria spoke to his professor about wanting to explore getting diagnosed. He
shared that he had to educate his family on his diagnosis after meeting with a therapist and, with
the help of YouTube and on-campus resources, has better understands his symptoms and
implements appropriate coping strategies when experiencing tics.
Eli
Eli is a first-generation student who did not know he had a disability until his junior year
of college. In addition to his diagnosis of ADHD, he identifies as first-generation, Native
American, low-income, and as a person of color. He shared that he always thought he was
distracted and would get in trouble for talking while in class in K–12, but his family did not
believe in the diagnosis nor understand the barriers he experienced with ADHD. He shared that
after utilizing accommodations in junior year and senior year, the accommodations assist him
specifically with testing as he becomes very distracted during exams and feels that he can
concentrate on the questions much better in a quieter setting. Eli shared that because of his
diagnosis, his parents have now taken the initiative to test his younger siblings, who also have
received different diagnoses and are now receiving accommodations in their schools.
Findings
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In the data analysis, the following themes emerged from this case study: challenges,
perceptions, resources, and the answers to the research questions of this dissertation. Within each
theme, participants disclosed their experiences with their disabilities and discussed the role of
external (educational demands or environmental conditions) factors. When discussing each of the
four themes mentioned above, I will present information using direct quotes from each interview.
As a reminder, I intentionally kept in mind the frameworks of marginality and mattering as well
as validation theory when developing the themes used in this dissertation.
Challenges
The theme of challenges experienced by the participants is important. These students face
obstacles that can impede their academic success and overall college experience. For
underrepresented college students with disabilities, the challenges may stem from the
intersectionality of their identities, where they confront disability-related barriers and grapple
with systemic inequalities tied to race, gender, and socioeconomic status. For this case study, the
student participants presented challenges that included inadequate physical infrastructure and a
lack of understanding and accommodation from faculty and peers.
Inadequate Physical Infrastructure
Three out of the 10 participants highlighted key barriers attributed to the campus
infrastructure itself. Melanie shared that due to her medical condition, she often experiences
difficulty opening doors due to severe joint pain when she is experiencing a flare.
There have been times where I literally cannot open a door because my wrists and hands
will be locked stiff and hurting. It helps when some of the buildings have the handicap
button to open doors for you, but most of the buildings don’t have this. I usually try to
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wait for someone to exit and will pass through or will have to endure the pain and open
the door myself.
Travis shared the experience of witnessing an inaccessible classroom and the challenges a
classmate had.
There was a student in my class that used a wheelchair, and the classroom was filled with
a ridiculous amount of rolling desks. I don’t know why that many desks were needed, but
they were always jammed together and even difficult for me, someone who can walk, to
get around. A few of us put desks in one of the corners to help the student out, but I could
tell he was embarrassed. It made me feel bad. When the layout of the classroom itself is
not accessible, that has to be hard for someone, he seemed checked out of the class. This
was so obvious and so bad. Eventually, about 6 weeks in, we switched classrooms. Why
did it take that long?
Lack of Understanding and Accommodation From Faculty and Peers
The last sub-theme, as it relates to challenges among the student participants, included a
lack of understanding and accommodation from faculty and peers. Five student participants
indicated examples of challenges. For example, Melanie, a transfer student in her first semester
of her sophomore year, described challenges with a faculty member making her feel as if she had
to out her disability when experiencing physical flares of her diagnosis in front of a class:
My medical condition is not consistent, which creates a lot of frustration for my
professors when I need to ask for support. There are times when I felt that I had to prove I
am disabled, and it’s made me feel small. My condition is unpredictable, and I never
know how each day will start when I wake up. Sometimes, I am very fatigued and cannot
walk, or sometimes, I wake up with energy and have no issues. There have been times
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when I am late to class, and professors have said something aloud to everyone, asking
why I was late, and I was too embarrassed to disclose my condition in front of everyone
when they were already staring at me. How do I tell my professor I woke up with joint
and stomach pain when you can’t tell I’m suffering because it’s all inside?
Similarly, Wayne, a current sophomore, depicted an uncomfortable situation in the classroom
when having a key aspect of his diagnosis exposed to his classroom:
Reading was always difficult for me, and when professors call on me to read, and I
cannot do it the way my classmates do because I have a disability, I get anxiety,
especially with reading aloud. I have become fixated on sentences where I had to say
things a few times to make sense to me, and the professor and class laughed at me. I don’t
think they meant it in a mean way, but it felt as if they made fun of me without knowing I
was really struggling and trying my best. I get frustrated with myself because I know I
am bad at it, and it’s fine. But this is always a fear of mine. I’ll fake sick or avoid eye
contact to not be called on.
In addition to challenges in the classroom with faculty, some of the student participants
shared a lack of support from their student peers. For example, Ken shared an unfortunate
conversation about a classmate’s lack of understanding of their disability:
I am a low-income international student with a disability. My parents gave a lot to send
me here, and where I am from does not believe in the term disability. Back at home, if
you are different, you are not capable of. If I had stress or anxiety, it was my fault. I was
ok with handling this for a while. A friend asked me if I was smart enough to be in this
school because I had a panic attack during a test. It makes everything much harder when
your friends do not understand you.
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Like Ken, Harlowe also outlined how classmates’ perceptions of disabilities caused her to
have caution when entering the learning environment:
The 1st day of class, I heard someone making fun of another student and called them
autistic; everyone laughed. The teacher assistant [TA] for the class did not say anything.
He heard it. I don’t know if that person was autistic, but I am, and I had no friends at
school yet, so I stayed quiet, hoping they would eventually talk to me. I get stressed
before each class because there are some days where too many things are happening, and
I can feel myself becoming bothered. I sometimes have to hide in the bathroom for quiet
time, and my own friends don’t even know this.
Additionally, Harlowe shared how her identities initially impacted her experience,
creating additional feelings of marginalization:
Growing up, a lot of people in my classes did not look like me or behave like me, so this
made me nervous when starting college. [Also, when] growing up, people thought my
mom was my nanny because she is Asian, and I look Black like my dad. My parents did
not go to college and were hesitant to have me get help because they did not want me to
get put in slower classes like other people of color in my school. They were always afraid
that because we did not have money, I would not be able to get into a school like this one,
but I did and got a lot of scholarships. They were afraid that accommodations would take
the scholarships away, but I was able to have someone explain the process to them.
Another example connected to lack of peer support came from Aria, who articulated individual
challenges he went through when trying to keep up with similar activities as his peers:
I think I was a really good student my first 2 years of college but sabotaged myself. I was
active in a lot of clubs, doing internships, working, and also took 18 units. My parents
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unintentionally put a lot of pressure on me to be the best and make the most of the money I
got from scholarships [from being low-income and first-generation]. … It backfired on me,
badly. [The workload] felt normal compared to people in my classes, and I just wanted to be
able to do the same things they did, but it was very hard keeping up. I did not realize how my
tics were becoming worse the more stressed I became. I had to hide my need to stay up and
do things over and over all night to where I would be awake almost the full night. This
impacted my grades and performance as a student and also caused people to see me
negatively because I was so tired and not performing my best. They thought I was lazy.
Findings from Staff Participants
The perspective of sharing experiences of staff when coordinating accommodations is
quite layered. The staff seem to fulfill their respective roles and serve as educators when
collaborating with various campus partners to implement accommodations. Simultaneously,
accessibility service staff tasked with providing support to these students may encounter their
own challenges, such as scarce resources and training, heavy caseloads, and the need to navigate
complex bureaucratic processes. Understanding and addressing these challenges is crucial to
fostering a more inclusive and equitable higher education environment where every student can
thrive and reach their full potential regardless of their background or abilities.
Inadequate Physical Infrastructure
Leo, an accessibility service staff member, described barriers at the testing center c for
students whose mobility may be limited:
There have been situations where the elevator has stopped working altogether in our
building. For a student who physically cannot walk up or down stairs due to their
diagnosis, this creates a major problem. Thankfully, each time it has occurred, we were
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able to have it fixed immediately, but it helped us understand how to plan for alternatives,
like having exams be moved to the main office.
Mason, an assistant director at the OAS, shared barriers students have reported:
There are a lot of older buildings at this university, and with that, they are not that
accessible. Sometimes elevators will break, and the only way to access a lecture hall is
the stairway, or entry to some buildings require students to go downstairs. When a
student lets me know they cannot access a classroom, I usually will check it out first and
then have to contact [campus partners] to either figure out alternative ways to get inside
or have the room be changed.
Lack of Understanding and Accommodation from Faculty and Peers
Leo, testing center director, highlights how faculty members, either intentionally or not,
use ableist language when coordinating examinations for their students with disabilities:
We have unfortunately had interactions with faculty that reveal how they truly don’t
know how ableist they are. There have been times when faculty drop off exams at the
office and share how accommodations are very inconvenient for them. When I ask them
what they mean, they expand on the coordination of exams or having to move things
around for a few students with accommodations. I get shocked each time because they
don’t get how offensive what they are saying is.
Leo later explained how the experience for underrepresented college students with
disabilities might be different compared to their peers with disabilities:
Sometimes, students who are new to this realm compared to their peers who have been in
it since K–12 have limited awareness of what rights they actually have. I’ve had students
tell me situations that sound like the faculty member was trying to negotiate with them
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over accommodations … or almost try to bully them into not using their
accommodations…rather than honoring [the accommodations that were] approved in
classes where it would not be a [fundamental] alternation. Students who are new to this
realm can find themselves in those discussions and usually end up having a bad
experience because they have to defend why they need accommodations, whereas others
who have much more [knowledge] will know how to advocate…they will come to us.
More awareness for faculty would be helpful in these situations, especially training [to
have] them understand the laws.
Mason, shared that despite the OAS making intentional efforts to share information with
the larger college community, there are still gaps in knowledge that affect students:
Unfortunately, we cannot tell people how to teach or how to design their programs, but
we can educate. We present to advisors and at orientations, but it’s, like, even harder to
explain to someone who fully doesn’t understand what a disability is to account for a
special population. When you have different identities, are disabled, and are
underrepresented, the experience is different and more difficult, and, unfortunately, we
do not have the time or trainings to implement this.
Mason shared how faculty and staff will guarantee accommodations to students, giving
them false information on the actual process:
A lot of times, faculty and other departments send students to us, already telling them
they will get certain accommodations like a foreign language substitution or additional
testing time without the student even being registered with us. This can create frustration
for the students when they do not actually end up getting approved. We have a process
that all specialists have to follow and utilize information within documentation and
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intakes when considering accommodations. If important pieces of information are
missing or the student is not able to provide it, or if a diagnosis does not exist, we cannot
approve an accommodation because a faculty member or advisor told them we would.
It’s hard when things like this happen because it gives the student a negative impression
of our office when we work so hard to be viewed as the opposite.
Mason described the need for detailed student training:
I wish we had more faculty training for students with disabilities and underrepresented
students. Of course, it’s important for all student-facing offices to be educated on this, but
students spend majority of the time in the classrooms. This can make or break the
experience when faculty do not show understandings of what accommodations are or
how to even relate to a student that is underrepresented. I have had students tell me
faculty made indirect observations of a student’s appearance related to their disability in a
way that did not come across as supportive. I want to believe they had good intentions,
but it was delivered badly, and training on how to show support could be helpful.
Like Leo and Mason, Adriana echoed other sentiments of the OAS staff members in
experiencing confrontation with faculty when implementing or discussing accommodations:
I can take the pushback from faculty or programs and confront that directly in
conversations, but I want to really make sure that students are not experiencing this
feeling. We have had faculty members question if our students will even get jobs in
professional careers because of their accommodations. They will. They have. We are here
to help and want our students to thrive. If that means they get extra time or breaks, that is
what they will get, assuming they provide all the necessary information.
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Multiple responses from participants discussing various challenges highlighted
experiences of microaggressions in the form of ableism and oppression. The participants
mentioned faculty members appeared to have no hesitations in discussing their students’
disability identities as a lived daily challenge they encounter but labeled it as a hindrance to their
teaching practice. It also appeared they had little acknowledgement of how this level of specific
diversity in the classroom can enhance the learning experience.
Perceptions
The second theme relates to the students’ self-perceptions and how they believe peers,
faculty, and staff perceive them. It sheds light on their perspectives and the impact of these
perceptions on their overall experiences at the university. For example, Wayne grapples with his
different intersections as he navigates college with a disability:
I don’t look disabled, but I do look like a minority and get treated differently. People see
my skin color and don’t know where I fall in sometimes. As a kid, I would get teased for
my last name, being queer, and also that I couldn’t read at grade level. I was very behind
and put into the classes with more help. It was a lot for me because people would make
fun of me for being queer and slow. Now, I have a lot of friends and a good support
system who have accepted me for my identities and disability. I’ve had some weird
interactions with faculty about my disabilities, but for the most part, they all have been
nice and supportive. Since I changed majors, a lot of my professors are more welcoming
than before; it’s much better now.
Similar to Wayne, Travis explained more about his personal experiences regarding
other’s perceptions of him as well as with his family, faculty, and peers:
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My family almost made me afraid to have OCD because I was led to believe I would not
be able to go to college if people found out. We are pretty low-income and still are, and
they were afraid I would not be able to get scholarships or even get into college if I had
help. It’s not their fault. They did not know, and I learned how to manage it for the most
part on my own and through books or YouTube videos. What’s difficult is when
professors make sarcastic comments about people with disabilities, thinking they are
being funny, and no one laughs, and you can tell they get embarrassed, which is nice
because they hopefully won’t make those kinds of comments in the future … Maybe they
thought they were being funny because they did not know much about the actual realm of
disability or maybe they even had a disability themselves and wanted to make [joking
around about disability] normal. It wasn’t normal. It feels that people my age are more
understanding than some of the professors. I’ve opened up to friends about my OCD, and
they didn’t judge me or care and asked me how they could help. Some even shared they
had diagnoses, too.
Different from Travis, Harlowe shared a somewhat positive outcome of a difficult
experience in the classroom when experiencing a symptom of her diagnosis:
I had a bad time in last semester. I was too stressed out and overstimulated. I felt drained,
and I had two quizzes and two papers due on the same day. I lost it when the person next
to me was making too much noise during a quiz and said things I shouldn’t have, and I
cried, when I was the problem. I hated that I had to address why what was happening was
happening to make everyone understand. I apologized to the professor after the quiz, who
was so nice and encouraged me to test with the testing center next time. I also apologized
to the person I was rude to in my class and shared that happens sometimes because of my
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diagnosis. I don’t think we will be friends, but I think they were able to understand it was
me and not them. Even though I looked really bad, they were nice to me when they did
not have to be. That student even says hi sometimes.
Eli described the impact of his family’s perception of disabilities on his journey to
obtaining a diagnosis, which eventually resulted in him finally getting their support and also
progressing academically:
I always knew something was off for me in school. I was very ADHD without actually
knowing I had ADHD. It was some joke that people would tell me. My family did not
believe in disabilities because it felt like they were afraid of the word disability rather
than understanding what was happening…my grandma used to say that [disabilities] were
like a curse and would try to pray or do rituals to ask for forgiveness. I managed to get by
for the most part [in school], but I had to finally get help when I realized I couldn’t focus
on my tests. I had to contact my own doctor and get tested, then started medication, too.
That helped me a lot. My parents were able to see how this helped me. I am more relaxed
and present now. They even got my siblings tested, too, and are helping them. They even
look up things I should look into here. I did not know about a lot of the resources. When I
tell people I have ADHD, they’re usually like, “Same. Me, too.” It feels normal.
Melanie discussed some of the barriers she experienced due to the perception of her
various identities inside the classroom with both faculty and peers:
I have not met any disabled females who look like me in STEM. I am a darker-skinned
Latina and disabled. We knew about some issues from when I was younger, and my mom
basically told the school to do whatever they thought was best without getting me tested.
I was put in slower classes and had some help after school, too, sometimes. I don’t feel
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that judged for my disabilities, but when people see me in class, I have been asked if I am
in the right place. I have used a lot of resources on campus and feel that I am welcomed
for the most part, but there are situations where I feel that people question my right to be
here either from looks or comments they tell me. People have asked me why I deserve to
get extra time on tests. I have had professors outright tell me they wanted to talk to me
about my accommodations in front of the class. Stuff like that makes me feel weird, but it
has not happened that often.
Staff Findings on Perceptions
This theme explores insights from the university staff, recalling how the institution as a
whole perceives underrepresented college students with disabilities. The responses of OAS staff
members highlight the internal struggles that these students experience and recognize how these
perceptions may cause internal hesitation in initially seeking support.
For example, Mason acknowledged how his students’ experience may be different from
that of their peers and outlined steps the university has taken to demonstrate support services:
This is a special population in a special population already. A lot of our underrepresented
students can experience intersecting identities that cause them to not feel connected to
their peers. They can fall through the cracks if they do not get needed support, but
thankfully, since the return from [being remote], a lot of student-facing offices are
working together to show a united front in support on ground at campus events and
behind the scenes. I realize just like with our cultural centers, we should also have a space
for students with disabilities to connect.
Mason stated that university-sponsored events, intended to unite all students together, can
forget aspects of accessibility that can result in some individuals feeling excluded:
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I think, recently, there has been more effort to include specific events for different
identities on campus, which is amazing. Even those who do not identify as part of the
group are able to attend with friends and learn more about whatever is going on. I do
think sometimes the accessibility piece can be missing [such as] ramps or spaces for
people to sit. It’s definitely not intentional, but it is overlooked a lot of time, and students
will have to figure out how to access it on their own. Disabilities can be visible and
invisible, and when we do not consider what access can look like or put the student in a
situation where they have to ask, that can be so hard for them.
Additionally, Leo articulates how underrepresented students with disabilities may
experience further difficulties in obtaining accommodations due to going against stigmatizations
of disabilities while navigating the responsibilities of being a student:
A lot of the underrepresented students I have worked with come from families that were
hesitant or not supportive of them getting accommodations due to different cultural
stigmas. These sound like two different internal battles they have to process, and on top
of that, be in school and manage being a young adult. … These experiences are different
compared to peers who do not have disabilities in so many ways. I always let these
students know they have a safe place to meet with me, and I make sure I know which
departments to connect them with if needed. It’s a relief to be able to see them progress
and graduate. … That’s always the end goal to watch what the next step is.
When asked about the perceptions of underrepresented students with disabilities on
campus, she shared that she knows many students she supports in clinical programs usually have
a close-knit cohort. However, there is a level of uncertainty among social opportunities for them:
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I enjoy when I hear stories from my own students I work with or from the programs of
people supporting each other because that's not always the case in graduate programs.
They can be very competitive. … As I think about this, I can see how, even in those
situations, some students do not even want to ask for [accommodations]. This makes me
feel like I need to do more research on this specific population of students because we
can always learn more. I do know students have asked for organizations for students with
disabilities, but I am unfamiliar if they actually started that process. It’s making me
realize how important these groups can be. I’m thinking of our international students and
of our students with multiple identities. I believe that our office really has pushed forth
effort to make sure our students feel supported. But I see now, with how
[underrepresented college students with disabilities] feel, this is something different that I
do not think we have looked at. I see how that aspect is so important to also help
someone far away from home, like an international student, feel connected to their school
since this technically is their new temporary home.
Lastly, Adriana recognized how important it is to demonstrate herself as a figure of
support, knowing she may be the first individual these students work with when seeking
resources:
I know that I am probably one of the few figures of support this specific group of
students [with disabilities] has ever encountered and how vulnerable it must be for them
to seek accommodations, usually on their own. A lot of the time, students from different
cultural backgrounds can sadly carry shame with them in seeking accommodations. I
have seen this in our international students with disabilities, students who are first-
generation, and many others, and I understand how cultural influence can influence
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someone and even stop them from getting help. It is not easy to be vulnerable and share
what difficulties you have gone through. … In some cultures, this is almost seen as a
negative. I try to be one friendly face they can turn to for any questions, regardless of
when we last spoke. For me, this work is special because I am able to connect them with
resources many of them did not know even existed.
Through this theme, a comprehensive understanding of the dynamics surrounding disability
identity and its influence on students’ interactions and sense of belonging in the educational
environment emerges. This data serves as a crucial foundation for developing effective strategies
and policies aimed at ensuring equal opportunities and a positive academic experience for all
students, regardless of their abilities.
Resources
This theme delves into the challenges and triumphs the student participants faced,
shedding light on their perspectives and the various obstacles they encountered in their academic
pursuits. Furthermore, this theme explores the resources and support systems available to
students with disabilities, aiming to understand the extent to which these resources meet their
needs. It examines the students’ experiences in utilizing support services and identifies any gaps
that may exist between the available resources and their desired support. In addition, the data
also discusses the aspirations regarding the kind of support they would like to be connected with.
For example, Wayne highlighted a positive experience of accommodations and resources
connected to on campus that contributed to his experience:
During office hours one day, my professor asked me if they could check in with me about
my accommodations, and I panicked because I didn’t know what they wanted. It turned
out they just wanted to make sure I was doing okay and that the professor asked if they
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were doing a good job at understanding the accommodation. It was so nice! I never had
something like that happen before. The professor also shared a list of audiobooks based
on films they enjoyed, knowing I utilize audiobooks. … My specialist actually connected
me to group [therapy]. I went a few times and had a positive experience meeting people
similar to me. From there, I was able to learn more about resources for the queer
community and started going to the LGBTQ center on campus. We’re taking up space on
this campus, and it’s beautiful. I have even referred a few people I met at parties to the
[LGBTQ+] center on campus.
Wayne depicted how a negative experience can cause hesitation in continuing to pursue
further resources:
I felt like I was able to find my own support system here. I do think a space for students
with disabilities would be good to have so we know we are not alone and have our own
community. I use a lot of audio and testing accommodations that help me with reading. I
tried to use academic coaching, but they focused on my disability rather than me needing
to get help for organization. … I did not need to be told to practice reading, I needed to
know how to plan my assignments and study better despite saying this multiple times.
The person I worked with wanted to play therapist. I didn’t need that. I stopped going
after a few meetings. I made friends in classes, and we study together and see each other
often. They make this school a better place.
Three out of seven student participants highlighted the need for a space for
underrepresented college students with disabilities to connect. Each perspective and reasoning
was different and demonstrated their desire and need for connection with their campus
community by meeting individuals who share similar experiences.
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For example, Melanie desired a community of students with whom she could connect and
shared how resources on campus enhanced her experience in and out of the classroom:
It would be nice to be able to talk to other Latinx students with disabilities. I think that
seeing people like me would help me feel seen. My [disability] specialist connected me to
occupational therapy and counseling that helped me a lot with managing my days better. I
have been learning how to ask for help and be open to receiving it. I feel that asking for
help makes me look weak sometimes because I do not see some people in my class using
them. School is very competitive, and it’s almost a negative thing to use stuff to help
people. … That’s the impression I had before. People silently shame sometimes when we
need help. Maybe I am creating that in my own mind because I have met people here who
are so nice and tell me it’s not a big deal. I don’t know why I am insecure. I’m realizing I
have to focus on me, and if people judge me for it, that’s not my issue and more of their
problem.
Like Melanie, Ken called for a space for an international student community within the
population of underrepresented college students with disabilities:
I wish there were more international students with disabilities that I can connect with. My
professor was nice enough to send me resources to be able to help me after he saw me
have a panic attack. My therapist helped me get connected to coaching and tutoring as
well. I also got accommodations too. It would be nice if the accessibility service office
had events for students to meet.
Harlowe further noted the need for a space or organization for students with her specific
diagnosis as a way to connect to her learning environment:
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I wish there was a student organization for students that are autistic. We don’t have that
here. I don’t know any other people who have it, but it would be nice to be able to meet
them. People do not know how hard it can be sometimes. I know I can be socially
awkward without meaning it. I know I can show a lot of emotions without realizing it,
too. Only people like me get it. I don’t know if there are people like me here, and if I
even made a club, would people come? I don’t use academic things because I don’t need
it. I remember in my dorm, they had a lot of events to make friends with people. I don’t
think the accessibility office does that, they should.
Harlowe shared a positive experience she had with a graduate student in one of her
courses, normalizing their diagnoses:
There was a speaker in one of my classes one time, and the girl was having a rough time.
She let everyone know if she was a little awkward, it was because she was autistic, but
said it in a joking way and said her speech. I don’t actually remember what she talked
about, but after the presentation, I waited until the class was over to tell her I was also
autistic, too, and she was the first person I met that also had it on campus. I asked her if
she wanted to start a club for autistic people, and I think she thought it was a little weird
for being so direct and only talking for 5 minutes, but she said no, sadly. She did ask me
if I ever went to occupational therapy on campus and said it helped her. She was a nice
resource. It is positive when I know someone like me used something that helped them. I
did end up going [to occupational therapy]. It helped me socially. I feel like I can better
control when I get too stimulated and don’t blurt out as much as I did before. I don’t
know if that’s why I have some friends now, but it has been nice.
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Similar to Harlowe, Travis also outlined how various resources assisted him but also
highlighted the possible need for a club for individuals with his diagnosis:
I go to the cultural center a lot and met a lot of different people there. … I didn’t know
other Black/Latinx students go here until I saw someone that looked like me and family.
… It was cool actually seeing that in a school like this one. I like seeing more mixed
people and people of color around. I don’t feel that out of place. I did go to tutoring; it
was fine. I go to office hours, too, and work with my professors or TAs. The career center
was also helpful too. I don’t think there are clubs for people for OCD, and I don’t know if
I would actually go, but it would be an option for people who have it. In my friend group,
I am the only one that has OCD.
Travis also highlighted how an experience with a TA encouraged him to seek support and
discuss his struggles more openly:
I had a really great TA and professor who met with people often and would host tutoring
sessions. Sometimes, they would even bring snacks during finals or stay way later to
make sure we understood the content. They would take the time to know our names, and
this class was huge. They almost were like a resource because they helped me feel
comfortable in the classroom, and I was eventually able to talk to them when I was
having a rough night with tics or up cleaning. My professor did not understand OCD at
all and asked me what it was like, but not in a rude way. I could tell he was wanting to
see how he could help me. He sent me resources for group work at the counseling center,
I think, or one of the other counseling offices on campus and did not make me feel weird.
I think he wanted me to not feel afraid. He let me know his daughter had anxiety and that
he and his wife are learning how to help her. I wish there were more people like this.
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Along similar lines, Aria introduced the need for a new resource to allow students to
collaborate with others:
What resources exist for first-generation students with disabilities? That would be a good
student organization, actually. I think it would be nice if there was some sort of program
to help younger classmen with disabilities, but I don’t think you can legally disclose that
information, right? I had to figure out a lot alone, and I’m sure there were students like
me doing that, too.
Eli highlighted the experience of many underrepresented college students with disabilities
who are also low-income and the need for assistance in obtaining documentation:
It would be helpful if the office had someone to be able to do assessments on students
who need it. I had to pay a lot of money to get one done, and it was not easy. I wish the
department could either cover the cost for people who are lower income or help by
having someone assist with the testing. I was connected to the coaching office, and they
helped me, but it was hard setting up regular appointments. I also did not know what it
meant to be first-generation until someone from one of the offices told me I was. I
figured out a lot of these things on my own because my parents did not believe in or
know much about [accommodations] where I grew up, but now having a name connected
to it helps me actually understand there are other students here like me.
Staff Findings: Resources
The staff members each highlighted which offices they currently collaborate with and
also provide to students as needed. The staff members each seemed very equipped with
knowledge of various campus partners with which to connect students with disabilities and
highlighted the need to establish a unique space for them. According to Leo,
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Our office collaborates with all departments across the university. We’re literally
everywhere. I think our team does a great job in referring students to resources during
intakes and does warm hand-offs to other departments if needed. There are times where
we have to directly reach out to faculty on the student’s behalf to help them get support
faster. Sometimes, it’s really hard or scary for students to actually schedule appointments
because they have either never done it before or have built a lot of anxiety around getting
help. If it’s easier for me to initiate that contact, I will.
Additionally, Mason shared the desire to establish community spaces for all students with
disabilities to connect on campus:
There have been times where I have had to physically walk our students in distress to our
counseling center. A lot of our work requires us to listen and be observant to be able to
connect our students to resources on campus when we see gaps. I get to work closely
with different campus partners when supporting our students. It would be really nice if
we had a space that students could meet together, like a cultural space, to talk about
things they are going through and also connect. Our students really want that sense of
community, but unfortunately, the university does have such limited space. It would be
nice to be able to give them that outlet.
Adriana highlighted the need for additional professional development she can research. She
highlighted how this training can help students feel seen and willing to participate in the process:
There are some students who are very new to accessibility services and accommodations.
You can almost sense the fear and anxiety of them being open to receiving support. I
always remind them they are doing what they need to do and are using our office as a
resource. We have a list of resources we give to our students when things are shared in
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our meetings, but we also do a lot of professional development to make sure we stay on
top of best practices. I realize there is a lot of learning we can do to be mindful of our
underrepresented students and their experiences. I will now look into this for our next
professional development.
Overall, the collection of resources aims to foster an inclusive and empowering environment for
underrepresented college students with disabilities, ensuring that they receive the support and
assistance necessary to thrive academically and personally in the university community.
Research Questions
In conclusion, the fourth theme in the results delves into the exploration of two research
questions, which hold significant implications for fostering an inclusive and supportive
academic environment and are interconnected to their feeling validated in that connection. The
first question aimed to uncover the student participants’ experiences, particularly focusing on the
factors that contribute to feelings of mattering and inclusion. The second question centers on the
critical role of university staff in helping these students feel included and succeed in their
education.
Wayne highlighted how their experience in a larger school caused them to feel
disconnected, but due to developing meaningful relationships, they persisted:
I don’t think the university actually considers underrepresented students with disabilities
at all. We are in the blanket of students with disabilities. I am a number among over
40,000 people. There are spaces for me to connect with queer students. There are spaces
for me to connect with minority students at the cultural centers. Me, as an
underrepresented student with a disability, is not accounted for. There was a long period
of time when I felt like I did not matter to the school, but eventually, when I made
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friends, things turned around. I met people like me. It was because of my friends I felt
welcomed and included. The staff I have talked to were super nice and helped me when I
needed it. I mostly work with my specialist, but the times I went to other offices, they
were all very welcoming and made me feel like they cared about me.
Melanie also reiterated the notion that she does not feel accounted for as an
underrepresented college student with disabilities, but due to the support of her advisor and
professors, she has progressed with her academic career:
I don’t know if the university puts effort into considering underrepresented students with
disabilities because we are such a small group in a small group. I’ve had professors that
made me feel like I can accomplish a lot in a field that’s mostly male. My academic
advisor has been really helpful and made me feel like I can progress and checks in with
me. I’ve had classmates ask me how I am on days when I am not feeling well. It’s the
action of someone acting like they care about you. It’s nice to feel like you can ask
people questions. There are a lot of offices where I feel like the staff is nice, and there are
some like financial aid where the people can sometimes be very cold. I figure it’s
because they don’t have enough support, but when you go and need help, they are the
only ones who can help and aren’t nice. It’s hard. I’ve had professors not honor my
accommodations and did not know what to do in the moment, but later felt comfortable
enough to talk about it with advisors. Thankfully, a lot of the people I talk to regularly
help me feel as if I can get by.
As an international student, Ken highlighted how meaningful it has been to establish a
close unit with classmates as support:
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I feel very lucky to be able to attend school here. I feel that my professors do care about
me and want me to be okay and do well. I am able to make friends with a lot of
classmates who have brought me to their homes since my family is far away. This helps
me feel happy to be here. The offices I connect with are very kind as well. Everyone asks
me how I am doing and helps me when I have questions.
Travis, like Wayne and Melanie, also outlined how easy it can be for this population to be
unaccounted for, but due to caring professors and staff, he established a greater connection with
his campus:
Colleges are a business, especially a school like this one. I did not know what to expect
when coming here. I did not know if I would fit in or actually connect. When professors
or TAs make the effort to make sure the students are doing ok, that makes a difference. A
lot of professors have been really understanding about things that have been going on
since coming back on campus, and I feel fine telling them I have OCD when I have a bad
day. I think they trust that I won’t lie and do my best. When I go to office hours or
tutoring sessions, they always ask how I’m doing or where I’m from and even remember
my name. It makes me want to try my best. I’ve had interactions where professors told
me OCD isn’t real or that I can’t use it as a crutch. That was hard. … I wonder if they
prejudged me because of my skin color or maybe because I look the way I do, but it has
happened. Luckily, I have had more nice than not. The offices are nice too. I don’t know
much about the resources, but the ones I have connected with are nice.
Aria outlined how his journey of seeking support turned out positive due to caring staff
members and also shared how a memorable experience with a professor helped him feel
supported in class:
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I had to figure a lot of these things on my own, but the fact that there were people who
answered my questions at the wrong offices was very helpful. I did not know where to
go, but I felt safe actually asking who to go to for help. When I had to talk to professors
about my accommodations, there were some who did not acknowledge me at all, but
there were also some who wanted to make sure they could help me in any way they
could. Some even shared that they had disabilities, and it helped me feel less alone. This
one professor was open to the whole class and encouraged students to use resources the
campus has. Thankfully, a lot of the people I met at different offices were nice, too, and
met with me. A lot of professors told me their kids were first-generation, too, and it was
almost like we were connected. They just wanted to make sure I was fine.
Harlowe covers how positive interactions with professors helped her persist academically
and be open to seeking help:
I had a lot of professors tell me they were proud of me in their class. I don’t think I had a
teacher ever tell me they were proud of me. I always felt like no one likes me because I
know I can be different sometimes. A professor told me that he liked how I would ask a
lot of questions and made him come prepared to class! That was nice. Even when I did
bad on assignments, it was not that bad because I knew I could ask for help. The friends I
made are nice and are helpful to study with. The 1st year, it was hard to find people to get
help from. I felt really alone. Once I told my specialist what was happening, I was able to
get more support.
Eli shared an experience in the classroom of a TA normalizing accommodations to
having positive interactions with student-facing offices and even engaging with other students
with disabilities helped establish validation:
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I’m used to people joking about their ADHD and not actually understanding how bad it
can be. I heard a TA talking to someone about accommodations and talked about what
was happening with me. I was referred to counseling and then recommended to get
accommodations. What happened in between was each person telling me it was okay and
normal and that ADHD is more common than people think. It was weird having to tell
professors about it at first, but I saw after testing at the center, lots of students are there. I
even saw people from my classes.
The responses of OAS staff members highlight how important it is for university staff
members to honor the journeys of underrepresented college students with disabilities. For
example, Adriana indicated,
We work to make sure that all of our students have access inside and outside of the
classroom. I try to help our students feel as if they are deserving and earned their spot
within this university. I check in with students if they feel like they need more support,
and I think little actions like this make a difference. A lot of our student-facing offices
offer similar support and collaborate together to make sure that our students feel
included. We try to teach our students to be self-advocates and offer tips on how to
interact with faculty when they need support. I don’t know what we offer for our
underrepresented students with disabilities specifically, and this has made me realize that
we need to be more aware, or at least I do. I place great effort in fostering meaningful
interactions with my students and always check in with my ones who are higher needs.
Being a student is not easy, and sometimes, having a disability on top of that creates more
challenges each day. If I am able to help them by listening and offering support that is the
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least I can do. I enjoy when I am able to see them progress and feel the change once they
begin to excel.
Mason also shared more in relation to his goals of connecting with students:
I make sure that our students know we exist and am always making sure our resources are
available for students during the orientation events. When we are able to create spaces for
these students, they are able to feel included. When they are able to meet with our
specialists, we are able to validate their experiences and show them they matter. I feel
that we need to be mindful of different experiences and backgrounds that brought
students to our campus and offer different resources as needed.
Understanding these experiences can provide insights into how the institution can better
cater to the diverse needs of underrepresented students with disabilities and cultivate a sense of
belonging. By examining the strategies, programs, and initiatives implemented by the university
staff, this research endeavors to highlight the key factors that positively influence the
experiences and outcomes of this population of students. Through a comprehensive
understanding of staff support systems, the study seeks to identify best practices and
opportunities for further enhancement, ultimately paving the way for an environment that
champions the success and well-being of every student.
Conclusion
The research that was collected from 10 participants was intended to share the
experiences of underrepresented students with disabilities and how OAS staff has assisted in
their academic success. After a deep analysis of each recorded interview, themes emerged that
contributed toward finding answers to the research questions. Participants shared challenges in
and out of the classroom, perceptions of disabilities in the campus community, resources
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students and staff utilized, and answers to the research questions. All students shared
experiences in and out of the classroom and highlighted how faculty and peers can make a
difference in their learning experiences. All 10 participants acknowledged that these students
experience barriers in terms of social opportunities and understanding among the greater campus
community with faculty and staff.
The findings pertaining to the first research question demonstrated that, to some extent,
underrepresented students with disabilities have a positive experience with their campus
community due to caring peers and supportive faculty or staff. Despite barriers and poor
experiences with faculty with limited knowledge of accommodations, the students persisted and
progressed in their academic careers thanks to other university resources, faculty members who
connected with their students, and peers who checked in on them. Some students also carried
negative experiences of faculty and articulated how barriers at the institution created feelings of
frustration. Nonetheless, they found spaces or individuals that helped them feel included.
Findings pertaining to the second research question revealed how staff contribute to their
students’ success. The staff members articulated how the intersections of each student’s identity
and disability can affect their connection to their campus. They each identified specific resources
shared with students to help alleviate barriers: counseling, occupational therapy, and academic
support. Additionally, staff members shared specific occurrences where students reported
incidents of noncompliance and/or discriminatory feelings and provided suggestions on what the
university can do to better equip faculty with knowledge of ADA laws. The staff acknowledged
these students’ experiences, and one staff member noted the department can look into
professional development training to ensure that best practices are followed. Each staff member
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understood the sensitive nature of welcoming these students into their offices and was
intentional in honoring their experiences while also normalizing accommodations.
In Chapter Five, I will continue to analyze the findings and explore if the data support the
research in addition to how it contributes to further studies. Additionally, I will discuss
limitations not mentioned in Chapter Three and how the results will contribute to policy and
future practices. Chapter Five will conclude with suggestions for future research due to the data
mentioned in Chapter Four.
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Chapter Five: Discussion
When answering the research questions, this dissertation specifically assessed the
experiences of underrepresented college students with disabilities that led to feelings of
mattering at their 4-year institution. This study also assessed how university staff contribute
toward underrepresented students feeling included and student success. This chapter discusses
the results from the virtual interviews with the two groups of participants as it relates to the
literature. This chapter will also consider the previous themes by providing recommendations to
increase knowledge of the experiences of underrepresented college students with disabilities
within higher education. The following research questions guided this case study:
1. What are the college experiences of underrepresented students with disabilities that
lead to feelings of mattering and inclusion?
2. How do university staff support underrepresented students with disabilities toward
feelings of inclusion and student success?
Additionally, the two frameworks, Schlossberg’s (1989) marginality and mattering theory
and Rendón’s (1994) validation theory, frame the discussion in connection to the literature as
well as the two research questions.
Purpose of the Study
Chapter Two reviewed the literature discussing limited research on the experience of
underrepresented college students with disabilities and how university staff can help them feel
included and progress academically. As discussed in that chapter, the limited research on this
population primarily focuses on the perceptions of university staff or faculty. The purpose of this
study was to contribute to the research by looking at specific examples of what contributed
toward feelings of mattering and inclusion. Additionally, the purpose of assessing the knowledge
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of university staff in supporting these students was to gain a perspective on what approaches
have been successful. This was achieved by analyzing each participant's responses and further
comparing each experience with each other to ultimately form themes. Each participant brought
forth a distinctive perspective of their experience with their disabilities, further highlighting how
disabilities exist differently from person to person. When combining the collective experiences, a
clear image of the participants; experiences on their college campus (both in and out of the
classroom) was depicted. The insight of OAS staff members also highlights knowledge or lack
thereof in supporting these students’ education.
This dissertation aimed to provide guidance for faculty and staff. This study’s results
contribute to resources on the experiences of underrepresented college students with disabilities.
This chapter will help university stakeholders understand the student participants’ experiences
and offer recommendations for best practices. Additionally, I will also connect the findings to the
two conceptual frameworks. Limitations of this dissertation will also be discussed, and I will
outline implications to policies and practice. I will close this chapter with a discussion on future
research that will include further reflection on my role in this study.
Analysis of Findings
Research Question 1
Three themes arose from the first research question to understand the students’
experiences that led to feelings of mattering and inclusion in their campus community:
challenges in and out of the classroom, perceptions of individuals with disabilities, and
university resources.

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Challenges Faced Inside and Outside of the Classroom
All student participants discussed their classroom experiences and noted the pivotal role
of faculty members. Kimball et al. (2016) found that limited knowledge of disability laws caused
university professionals to feel unequipped to support students with disabilities. Due to the lack
of legal knowledge of disability law, university professionals instead implemented their personal
skills combined with their personal views when supporting these students (Kimball et al., 2016).
In this case study, all student participants acknowledged the key role of supportive university
figures. All student participants highlighted challenges that faculty experienced due to a lack of
knowledge of accommodation services. Melanie was late to class due to experiencing a flare in
her diagnosis, and her professor questioned her tardiness in front of the class, resulting in her
feeling that she had to disclose her condition in front of her peers. Additionally, Wayne
described an experience where he was laughed at due to having to read aloud and shared that his
disability causes him to have extreme delays with reading. Schlossberg (1989) noted that
moments of marginalization can cause a student to feel disconnected from their learning
environment. The impact of this experience is significant enough to cause a student to feel
insignificant to the greater community (Schlossberg, 1989). All students expressed wanting to
feel connected to their peers and faculty and shared that knowing that someone honored their
experience allowed them to feel included.
Staff participants also highlighted the need for training to understand how to better
support students with disabilities and also recommended additional training. For example, Leo,
the center director of testing, described interactions with faculty who believed exam
accommodations were an inconvenience for their schedule. Leo shared that faculty members,
like all student support services, should be mindful of ableist language and highlighted how this
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could easily cause students to feel marginalized. Mason said it is important for faculty to
implement concepts from training led by accessibility services to better comprehend
accommodation services, thus enhancing the relationships between students and faculty. Mason
highlighted a greater message of the overall university taking greater strides toward inclusive
spaces for these students and highlighted how these students will benefit from this initiative.
Adriana highlighted that support is a layered process and involves all levels of the university to
care.
In connection to the literature, Shifrer (2013) found that faculty misconceptions of
disabilities can lower the academic performance of students with disabilities. Faculty not
understanding their students’ needs can prevent the students from properly engaging with the
content. Rendón stated that academic environments were “originally designed by and for the
privileged and in many ways still function as such” (Rendón, 1994, p. 34). When
underrepresented groups are excluded, “non-traditional students have been forced to adapt to a
new culture” while managing their disabilities (Rendón, 1994, p. 34). Harlowe described an
incident in a class where a teaching assistant remained quiet after hearing students mock another
student, essentially normalizing mistreatment. She shared how she feared her peers would find
out about her disability and attempted to blend in with her peers, highlighting her feeling of
marginality because of her disability.
Additionally, Scott et al. (2003) noted that faculty receive limited adequate training in
implementing legally approved accommodations. When faculty are not knowledgeable about
accommodations, students with disabilities are at a great disadvantage by not having access to
materials to help them progress in their courses. Travis mentioned he has heard professors
making joking remarks about students with disabilities and also highlighted how his peers seem
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to be more understanding than some faculty members. Travis also explained that students are
motivated to progress and engage in the course when faculty members are well equipped in
accommodation services. When staff members do not demonstrate proper care or knowledge of
accommodations, they do not foster a space where learning can occur, and this action can create
feelings of marginalization.
Additionally, by acknowledging students’ various experiences, university administrators
can foster a more inclusive and supportive environment that celebrates a diverse student body
where all students’ experiences are highlighted both in and out of the classroom. When a student
senses that others welcome them, they can assume a heightened purpose for themselves. Beyond
being just a student, they become a figure of additional support to their peers. Additionally,
emphasizing the “significance of sensing that their endeavors were valued” enables a person to
be acknowledged for their actions instead of concentrating solely on scholastic accomplishments
(Schlossberg, 1989, p. 4). When underrepresented students with disabilities experience
appreciation by faculty and peers, they can form a more intimate bond with their surroundings.
By employing Schlossberg’s marginality and mattering theory, educators can delve more
profoundly into the intent of their personal efforts when assisting students—finding purpose in
their work paves the way for expanded opportunities for student achievement.
Perceptions of Disabilities by Campus Community
Yull (2015) outlined how “being labeled as disabled may be particularly harmful to
minority students because they face potential discrimination on at least two fronts” through their
disabilities and other identities (p. 388). This connects to this case study’s findings. Melanie
identifies as disabled and Latinx but does not feel seen in her campus community, stressing that
seeing people like her would break that barrier of marginalization. It is also important to
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highlight that each student participant’s experience was unique, given their intersecting identities
while also managing a disability. Wayne mentioned that multiple identities (queer, nonbinary,
minority, disabled) created experiences of disconnection with their learning and social
environment due to experiencing people teasing them for their given identities. Additionally,
Ken described his experience as an international student with a disability as also different
because he had to unlearn cultural stigma regarding disabilities and experienced classmates
questioning his ability due to his diagnosis. Griful-Freixenet et al. (2017) mentioned that students
reported positive experiences in courses when faculty engaged with the students socially. Many
students, like Travis and Wayne, discussed that positive social interactions with classmates are
important both in and out of the classroom. Travis shared more about his diagnosis with his
friends, who received the information positively by validating his experience and not making
him feel excluded. Griful-Freixenet et al. (2017) mentioned that students reported positive
experiences in courses when faculty engaged with the students socially. Wayne echoed the
importance of having a positive experience in the classroom with supportive professors who
have been welcoming of them in the classroom.
Additionally, all three staff participants highlighted how the experiences of
underrepresented students with disabilities are different compared to peers with disabilities.
Adriana mentioned the importance of learning more about these students’ experiences as these
students have had to seek services and resources independently without having much family
support or guidance compared to peers who have received accommodations since childhood.

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Resources the Students Used
Rohwerder (2018) found that underrepresented students with disabilities may experience
cultural stigmas that result in less interaction with available resources despite needing them.
Additionally, McGee and Stovall (2015) mentioned the concept of developing resilience
regarding these students not obtaining accommodations or utilizing services to assist with their
academic progression. These concepts can naturally cause students to suffer in silence, resulting
in them struggling academically and internally. When students feel connected to their learning
environment, with the support of faculty and peers, they can be more open toward receiving
other forms of support (Griful-Freixenet et al., 2017). Ken said his professor connected him to
the counseling center after experiencing a panic attack during an exam, and his therapist further
connected him to various resources on campus. Another student participant, Harlow, mentioned
that a speaker in one of her classes referred her to occupational therapy to assist with her social
skills. She reported having better control of her emotions when becoming overwhelmed or
overstimulated. Eli also mentioned how a supportive teaching assistant referred him to the
counseling center and then began the process of obtaining accommodations. All students
described positive experiences with faculty and counseling staff and the connection to resources
and felt that staff and faculty being well informed and knowledgeable of the campus resources
can enhance their student experience.
Research Question 2
The second research question explored how university staff members help
underrepresented college students with disabilities feel included and succeed. The three staff
participants demonstrated how they help students overcome barriers by facilitating conversations
with apprehensive faculty members who have limited knowledge of accommodations and also
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help provide additional support to students by connecting them with various campus resources as
needed.
Accessibility Service Staff Referring to Campus Resources
Vetter et al. (2019) found that when faculty members met the students where they were
upon entering the classroom, they intentionally established a personal connection with the
students, demonstrated that they were inclusive of all learners, and treated their students as
individuals. In turn, students demonstrated more success. The same approach can be applied to
university staff members. Leo has made herself available to relay questions from students in
crisis, to assist as a supportive figure, and to ensure that faculty provide students with their
accommodations to ultimately see them perform better academically and earn their degrees. All
staff members highlighted the importance of fostering meaningful relationships with their
underrepresented students with disabilities, and each mentioned the importance of listening to
each student’s needs before determining solutions. These actions can promote feelings of
validation as well as mattering for the student experience. Adriana mentioned that her role is
important in validating the experience of the students who meet with her to review
accommodations, and she recognizes she can place more intentional effort into understanding
these students’ needs. Mason shared that her work requires her to actively participate in each
meeting by listening and observing what barriers students may be experiencing.
Each staff member demonstrated how their individual purposes were to serve as
educators toward faculty members and campus partners to ultimately create learning
environments where students with disabilities can have access and feel included. They each
corrected individuals during moments of pushback or provided clarity in regard to the ADA by
offering training as needed. They each brought their backgrounds from social work, psychology,
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and education realms to provide resources to their students but, most importantly, demonstrate
how each student-facing department is united in serving all students. They acquired a variety of
skills from previous professional development to better equip these students to progress, and
each made commitments to learning how to better serve this population.
Limitations
A significant limitation of this study was the total number of participants used, only 10
for a case study approach. More participants in both the student and staff groups would create
space for further experiences and knowledge of accessibility services. I also believe that another
limitation was the limited time of this dissertation. A longitudinal study approach, following
students from their freshman year to the completion of each academic year until the completion
of their undergraduate careers, would demonstrate further insight into academic progression by
highlighting experiences in and out of the classroom. Additionally, this study only used two
groups: underrepresented students with disabilities and OAS staff members. A third group,
faculty members, would be beneficial in providing insight into their experiences teaching these
students and shed insight on their knowledge of accessibility services.
Another limitation worth mentioning is that this study originally defined
“underrepresented” as “a person or thing within a group or organization where there are not
enough of them in it” and connected solely to racial or ethnic identity. However, what actually
transpired was that each participant utilized their own interpretation of what it meant to them to
identify as underrepresented. This paved the way for discussions of intersectionality of identities
(Cambridge, 2022). The term “underrepresented” became used as a spectrum of intersecting
identities.

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Recommendations For Research, Policy, and Practice
This study’s outcomes reveal broader implications for the overall institutional culture at
the university. The outcomes shed light on the pivotal roles that campus stakeholders play in
providing essential support to underrepresented students with disabilities. Additionally, the data
highlight campus resources and ensure that student-facing offices are well-equipped to support
these students. The data highlighted the positive experiences of accommodations but
demonstrated the need for faculty training to create an inclusive and accessible learning
environment. These findings encourage an evaluation of current practices, policies, and future
research.
Research
I have three recommendations when considering future research. First, I do believe that a
similar qualitative case study at a large, public university or college could be beneficial in
sharing the differences between private and public higher educational settings. Secondly, I do
believe it would be important to collect majors as well as ethnic backgrounds from student
participants as a point of reference when describing each experience. Lastly, other
recommendations include a longitudinal study, following students and staff members from their
freshman year toward the end of their undergraduate career, with interviews occurring twice per
year. This would provide significant information on the student’s experiences and demonstrate
the timeline of how students received services and what their experiences were. Other
suggestions include faculty members to share their experience working with students with
disabilities. Another researcher could seek knowledge of more staff members, specifically from
male staff members in OAS, and include more experiences of female students with disabilities.
Because I limited the study to three staff participants, additional perspectives would contribute to
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the knowledge of accessibility services. These recommendations can provide a greater holistic
view of these students’ experiences.
Policy
To ensure that inclusive and equitable learning environments are created both in and out
of the classroom, university administrators should assess current policies related to diversity,
equity, and inclusion. These assessments can be administered in the form of surveys of academic
and student-facing departments to understand the specific beliefs held at the university while also
highlighting how specific groups of students may be impacted. Policies to establish accessible
inclusive learning commitments should be in all course syllabi in addition to each academic
department’s website. When all campus partners demonstrate that they account for students with
disabilities, negative experiences of ableism are less likely. Knowing that the number of these
students is increasing and that the number of underrepresented students entering higher education
is increasing, training of both accessibility services and special populations of students should be
a priority to ensure that faculty, as well as staff, are equipped to support this student population.
This should be mandated yearly, in addition to having ongoing training as well as webinars on
how to support underrepresented students. Since faculty members are responsible for creating
course content, they should implement policies to ensure accessibility and establish an inclusive
learning environment.
One crucial aspect of this effort is to ensure that funding is allocated, specifically for the
training and support of underrepresented college students with disabilities. Fundings for training
in accessibility services and supporting underrepresented students must take place multiple times
throughout every semester. Additionally, student affairs divisions should allocate funding for a
designated student space to help foster a more inclusive academic environment that validates all
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students’ experiences. When administrators require all campus stakeholders to invest in training
and establish a space for students with disabilities, the university overall will contribute to a
diverse and inclusive society. At the research site, there might be an opportunity to highlight this
study’s findings to help fundraise and support these efforts. More importantly, these actions
address systemic barriers that typically prevent certain populations of students from achieving
success. These policies are critical to support the greater infrastructure for these students to
increase their sense of belonging and mattering and create opportunities for underrepresented
voices to be heard.
Practice
All 10 participants emphasized the crucial need for comprehensive support mechanisms
that go beyond mere training. In addition to regular ADA training, institutions should establish
ongoing channels for faculty and staff to access resources and guidance, allowing them to
address the diverse needs of underrepresented students with disabilities effectively. Workshops,
webinars, and online resources can be employed to foster continuous learning and development,
ensuring that educators remain attuned to the evolving landscape of accessibility and inclusion.
To establish a sense of community and belonging for underrepresented students with varying
disabilities, the creation of dedicated safe spaces becomes imperative. Designing physical or
virtual community spaces that are universally accessible can provide an environment where
students can connect and share unique experiences–intentional efforts to demonstrate that the
university is accounting for the experience of this population of students demonstrate mattering
and validation. These spaces should be thoughtfully designed to accommodate a range of
disabilities, considering aspects such as sensory sensitivities, mobility aids, and communication
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methods. Regular feedback from students should be solicited to fine-tune these spaces, making
them truly responsive to the evolving needs of the community.
While crafting affinity groups for students with disabilities, several considerations need
to be considered to ensure their effectiveness. First, the intersectionality of identities should be
recognized and celebrated. Affinity groups should acknowledge that disabilities intersect with
other aspects of identity, such as race, gender, sexual orientation, and socioeconomic
background. By addressing the complex interplay of these identities, affinity groups can create a
richer and more inclusive sense of belonging. Moreover, these groups should not be designed in
isolation from the accessibility service departments alone. Collaborative efforts among students,
faculty, and staff can foster mentorship and allyship. This approach ensures that affinity groups
are not isolated spaces but integral components of a larger support network. Consistent group
dialogue and joint initiatives can promote understanding and solidarity among diverse student
populations, contributing to a campus atmosphere that values and respects the experiences of all
students.
Conclusion
All-inclusive support involves a multi-layered approach that encompasses training for
faculty and student-facing departments, inclusive spaces, and affinity groups that honor students’
intersecting identities. By honoring these aspects from a holistic lens, universities can truly
transform the experience of underrepresented students with disabilities both in and out of the
classroom. These recommendations work toward establishing a community where each journey
is honored and acknowledged by the greater community. The collaborative efforts of all campus
stakeholders are important in establishing these environments. As educational environments
continue to evolve, true progress is marked by compliance with legal mandates and the
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cultivation of empathy, understanding, and a genuine commitment to dismantling barriers.
Through these initiatives, we can create an educational landscape where diversity is celebrated,
voices are amplified, and all members of the community thrive, reaffirming the core values of
equity and inclusivity that lie at the heart of higher education.

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Appendix A: Student Recruitment Flyer

134

Appendix B: Screening Questionnaire for Student Participants
Criteria:
1. Must identify as an undergraduate college student at CU and at least 18 years old.
2. Must identify as a college student with a disability.
3. Must be a registered student within the accessibility service office.
4. Must identify as an underrepresented student.
Do you identify as an undergraduate college student at CU?
● Yes
● No
Are you 18 years of age or older?
● Yes
● No
Do you identify as a college student with a disability?
● Yes
● No
Are you registered with the Office of Accessibility Services?
● Yes
● No
Do you identify as an underrepresented student? (help-text: this is open to your
interpretation)
● Yes
● No
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Are you interested in participating in an hour-long interview regarding your college
student experiences?
● Yes
● No
Please provide the best email to reach you to schedule an interview below:
Fill in

136

Appendix C: Study Information Sheet for Students
Study title: Underrepresented Students With Disabilities Transitioning Into a 4-Year
Predominantly White University
Principal investigator: Sarah Hashimy Alexander, EdD Candidate
Department: Educational Leadership, Rossier School of Education
Introduction
I invite you to take part in a research study. Please take as much time as you need to read
this information sheet. You may want to discuss it with family or friends. Please feel free to ask
questions as needed.
Detailed Information
Purpose
1. Understand the experience of underrepresented students with disabilities transitioning
into a 4-year predominantly White university.
2. Utilize the voice of students to understand what resources could be implemented to
promote student success.
3. Understand the experience of accessibility service staff members supporting
underrepresented students with disabilities.
Procedures
If you decide to take part, these steps will follow:
1. You will be asked to provide a pseudonym, which will be referenced throughout the
study.
137

2. You will be invited to participate in an online interview over Zoom for 60 minutes.
You will be asked for your permission to be recorded. The investigator will arrange a
time that is convenient for you.
3. The interview questions will ask you about your background and about your
experiences in college related to your disability and academic achievement.
Risks and Discomforts
Possible risks and discomfort you may experience during this study include speaking
about your experiences with your disability.
Interviews: Some of the questions may cause you to feel uneasy. You may also choose to
skip any questions that you don’t feel comfortable answering.
Benefits
Your participation in this study will contribute to the minimal research of
underrepresented students with disabilities in higher education. Your experiences may contribute
to changes within higher educational systems to become more intentional about inclusivity and
access.
Privacy/Confidentiality
Participant identification will be kept confidential to the extent permitted by law.
Participants will have a pseudonym, which will be used throughout the study. The investigator
will remove any identifiable information and store it separately from interview recordings,
interview transcripts, and pseudonyms. The investigator will remove any identification and
recording of interviews at the end of the study.
Information collected from participants will be saved on a protected USC Google Drive
folder. The investigator will share findings in a doctoral dissertation using participant
138

pseudonyms. The data as part of this research may be used in future publications. Any
information that identifies a participant (such as their names) will be removed before being
shared.
Alternative
There are no alternatives to participating in this study other than volunteering.
Payments/ Compensation
If you participate in an interview, you will receive a $20 gift card as a token of
appreciation sent directly through email provided at the time of the screening questionnaire.
Voluntary Participation
It is your choice to participate. If you choose to participate, you may change your mind
and leave the study at any time. If you decide to not participate or choose to end your
participation in the study, you will not be penalized.
Contact Information
If you have any questions, concerns, or complaints or think the research has harmed you,
please speak with the researcher, Sarah Alexander, at [insert email] or the faculty advisor, Dr.
Sheila Banuelos, at [insert email].

139

Appendix D: Study Information Sheet for Staff
Study title: Underrepresented Students with Disabilities Transitioning Into a 4-Year
Predominantly University
Principal investigator: Sarah Hashimy Alexander, EdD Candidate
Department: Educational Leadership, Rossier School of Education
Introduction
I invite you to take part in a research study. Please take as much time as you need to read
this information sheet. You may want to discuss it with family or friends. Please feel free to ask
questions as needed.
I invite you to take part in a research study. Please take as much time as you need to read
this information sheet. You may want to discuss it with family or friends. Please feel free to ask
questions as needed.
Detailed Information
Purpose
1. Understand the experience of accessibility service staff supporting underrepresented
students with disabilities in a 4-year predominantly White university.
2. Utilize the voice of staff to understand what resources could be recommended to
promote student success of underrepresented students with disabilities.
Procedures
If you decide to take part, these steps will follow:
1. You will be asked to provide a pseudonym which will be referenced throughout the
study
140

2. You will be invited to participate in an online interview over Zoom for 60 minutes.
You will be asked for your permission to be recorded. The investigator will arrange a
time that is convenient for you.
3. The interview questions will ask you about your background and about your
experiences and knowledge of supporting underrepresented students with disabilities.
Risks and Discomforts
Interviews: Some of the questions may cause you to feel uneasy. You may also choose to
skip any questions that you don't feel comfortable answering.
Benefits
Your participation in this study will contribute to the minimal research of
underrepresented students with disabilities in higher education. Your experiences may contribute
to changes within higher educational systems to become more intentional about inclusivity and
access.
Privacy/Confidentiality
Participant identification will be kept confidential to the extent permitted by law.
Participants will have a pseudonym, which will be used throughout the study. The investigator
will remove any identifiable information and store it separately from interview recordings,
interview transcripts, and pseudonyms. The investigator will remove any identification and
recording of interviews at the end of the study.
Information collected from participants will be saved in a protected USC Google Drive
folder. The investigator will share findings in a doctoral dissertation using participant
pseudonyms. The data collected as part of this research may be used in future publications. Any
141

information that identifies a participant (such as their names) will be removed before being
shared.
Alternative
There are no alternatives to participating in this study other than volunteering.
Voluntary Participation
It is your choice to participate. If you choose to participate, you may change your mind
and leave the study at any time. If you decide to not participate or choose to end your
participation in the study, you will not be penalized.
Contact Information
If you have any questions, concerns, or complaints or think the research has harmed you,
please speak with the researcher, Sarah Alexander, at [insert email] or the faculty advisor, Dr.
Sheila Banuelos, EdD, at [insert email].

142

Appendix E: Staff Participants Interview Protocol
The following sections present the script used to conduct interviews with staff.
Date:
Time:
Location:
Interviewer:
Interviewee:
Consent form signed:
Notes to Interviewee
Thank you for your participation in my study. I believe your insight will be valuable to
my research in addition to assisting in growing awareness for underrepresented students with
disabilities at CU. Do you have any questions before I begin? Do I have your verbal consent to
record this interview? Can you provide me with a pseudonym?
Questions
1. Can you share with me your motivation in working as an accessibility services
professional? Please explain what brought you to this institution.
2. What do you find rewarding about working with students with disabilities?
3. What are some of the goals you might have in working with a student with a
disability?
4. What are some of the challenges you experience when working with students with
disabilities? More specifically, what are some of the challenges you have experienced
when working with underrepresented students with disabilities?
143

5. What has been your experience in working with families of underrepresented students
with disabilities? Has the level of involvement and/or advocacy varied at all for these
students?
6. Can you describe which offices you collaborate with? Are there specific offices you
refer underrepresented students with disabilities to?
7. What have you seen to be some of the e challenges experienced by students with
disabilities? How are the challenges for underrepresented students with disabilities
similar or any different?
8. What are some strengths within your institution in supporting students with
disabilities? Are there any specific areas of strength your institution has in supporting
underrepresented students with disabilities?
9. Describe some of the challenges your institution has in supporting students with
disabilities. Are there any specific challenges within your institution in supporting
underrepresented students with disabilities?
10. Can you share more about any professional development training you have received
to support underrepresented students with disabilities? What lessons have you taken
from your professional development training into your day-to-day practice?
11. Do you feel equipped and knowledgeable in supporting underrepresented students
with disabilities? What motivates you to continue learning within your role?
12. What does access mean to you as a staff member? What role does inclusion play in
your work with students with disabilities? How is this work similar or any different in
working with underrepresented students with disabilities?
144

13. Can you describe how you might support a new student coming in with a disability
(step by step)? What approaches do you usually take in working with a new student
who needs support? What considerations are important here?
14. What does inclusion mean to you?
15. What role does inclusion play in your work with students with disabilities? How is
this work similar or any different in working with underrepresented students with
disabilities?
16. Besides this office, can you describe any other forms of support or additional
programs available for students with disabilities?
• What does this additional support look like? Can you share if there are any
other forms of support or additional programs available for underrepresented
students with disabilities?
• What forms of support do you feel that underrepresented students with
disabilities would be beneficial to this group?
17. Is there anything else that you would like to share with me about your experiences in
working with and supporting underrepresented students with disabilities?

145

Appendix F: Student Participant Interview Protocol
The following script guided the interviews.
Introduction
Thank you for taking the time to meet with me today. I am interested in learning more
about underrepresented students with disabilities in college and their experience adjusting and
progressing in college. I want to learn about what made you attend this university and the
resources you may be connected to or would like to be connected to. Do you have any questions
about your participation before we begin? Do you give me permission to audio record this
interview? What pseudonym would you like for your interview?
Date:
Time:
Location:
Interviewer:
Interviewee:
Questions
1. Thinking back to when you were in high school, can you tell me more about what led
to your decision to attend college?
• What or who influenced this decision?
• What support did you have with deciding to go to college?
2. What factors did you consider when deciding to attend this university?
• What were your concerns/hesitations in committing to this campus?
• As a student with a disability, can you speak more to how this influenced your
decision to attend this college?
146

• As a student of color, can you speak more to how this influenced your
decision to attend this college?
3. Can you tell me about the different intersectionalities/identities you hold?
• What challenges and/or conflicts did you experience as a result of your
identities?
• What challenges did you experience inside the classroom as a result of your
identities?
• What challenges did you experience outside of the classroom
4. Tell me more about your transition to college.
• What was your first semester like at this university?
• As an underrepresented student, can you speak about your experience?
• As a student with a disability, can you speak more to your experience with
transitioning to the campus?
5. Can you tell me more about your registration with OSAS?
• Can you tell me more about your experience with the staff
• When did you register (before semester/during)?
6. As you have reflected on your first semester, can you tell me more about what it was
like to be in the classroom?
• What was your experience like after you sent your accommodation letter to
your faculty?
• Additionally, what was your experience like with your peers in the classroom?
7. As a student of color with a disability, can you share about your experiences with
faculty?
147

• Probe: Can you tell me more about that situation/how you felt/how that made
you feel? As a student with a disability, can you share a negative experience
with a faculty member in the classroom?
• If negative experience: who did you turn to for support?
8. As a student of color with a disability, can you share your experiences with staff on
the campus?
• Probe: Can you tell me more about that situation/how you felt/how that made
you feel? As a student with a disability, can you share a negative experience
with a faculty member in the classroom?
• If negative experience: who did you turn to for support?
9. What student support services/student resources are you connected to on campus?
• At what point did you first start engaging with these resources
10. What student organizations are you connected to on campus?
• How has participation in the student organization supported your persistence
in college?
11. As an underrepresented student with a disability, can you tell me about how your
experience in college is different from your experience in high school?
12. Can you tell me about a time you felt as if you mattered or felt included in your
campus?
• Can you speak more to the support you do/do not receive?
• What does this look like for you?
13. What does inclusion mean to you?
14. What does your support system look for you?
148

15. What has helped motivate you to work toward degree completion?
16. Is there anything else you want to share with me regarding your experience as a
student of color with a disability?

149

Appendix G: Email to Potential Student Participants
The potential student interviewees received the invitation outlined in the following
sections.
Hello, my name is Sarah Alexander. I am a current doctoral candidate in educational
leadership at the University of Southern California’s Rossier School of Education. I am
conducting a study exploring the experiences of underrepresented students with disabilities and
am interested in learning more about their transition into their college campus. I would like to
invite you to use your voice and share your experience with me during an hour-long interview.
This interview will be confidential, and you can select a pseudonym. Please note that
your participation is voluntary. The interview will take approximately 60 minutes to complete.
Please note, you will have the right to skip any question or stop participating at any time. As a
token of appreciation, you will receive a $20 gift card at the completion of the interview.
If you are interested in participating, please click on the link to the screening
questionnaire below:
https://qfreeaccountssjc1.az1.qualtrics.com/jfe/preview/previewId/d49af927-8926-4bfa-ae80-
4d9f5f55d1eb/SV_6zH7aeRzBMINm7Q?Q_CHL=preview&Q_SurveyVersionID=current
Your participation will help contribute to limited research on underrepresented college
students with disabilities and will help bring knowledge and awareness to practitioners in the
field of higher education.
Thank you for your consideration.
Sincerely,

Sarah Alexander, MEd,
EdD Candidate
150

Appendix H: Email to Potential Staff Participants
The potential staff interviewees received the invitation outlined in the following sections.
Hello, my name is Sarah Alexander. I am a doctoral candidate in educational leadership
at the University of Southern California’s Rossier School of Education. I am conducting a study
exploring the experiences of underrepresented students with disabilities and am interested in
learning more about their transition into their college campus. Additionally, I hope to also
understand the experiences of staff who work with underrepresented students with disabilities. I
would like to invite you to use your voice and share your experience during an interview that
will last approximately 40–60 minutes.
For this study, I will only use your position title and will not use any personal names.
However, you may select a pseudonym. Please note that your participation is completely
voluntary, and you may skip any question or stop participating at any time during the interview.
After the interview, you will receive a $20 gift card as a token of my appreciation.
If you are interested in participating, please reply to this email to set up the interview.
Your participation will help contribute to limited research on underrepresented students with
disabilities and will help bring knowledge and awareness to other practitioners in the field of
higher education.
Thank you for your consideration.
Sincerely,
Sarah Alexander, MEd
EdD Candidate

Abstract (if available)

Abstract Underrepresented college students with disabilities constitute a small but important portion of the overall undergraduate student body; however, little research investigates their on-campus experience paired with accessibility services. This study delves into the perspectives and experiences of seven students and three accessibility services staff members at a large, residential private 4-year institution. Their intersecting identities included a spectrum of identities including racial and ethnic identity, sexual identity, gender, nationality, and economic status. This qualitative case study focused on two research questions to understand these students’ experiences as they transition into college and how accessibility services staff members contribute to overall student success. Virtual interviews brought forth the challenges and positive moments of utilizing accommodations. This research sheds light on institutional challenges in rendering adequate support to these students. Challenges include deficits in training and professional development for staff in supporting underrepresented college students with disabilities, faculty misconceptions about accessibility services, impediments to social engagement for these students, and faculty misunderstandings about their needs. The findings indicate a need for proactive measures to better equip campus stakeholders with skills to elevate the college experience for underrepresented students with disabilities and to address barriers to ensure their holistic well-being and success.

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Asset Metadata

Creator Alexander, Sarah Hashimy (author)

Core Title Underrepresented students with disabilities transitioning into a 4-year university

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership

Degree Conferral Date 2023-12

Publication Date 09/14/2023

Defense Date 09/05/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Disabilities,marginality,mattering,OAI-PMH Harvest,underrepresented college students with disabilities,validation

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Banuelos, Sheila (committee chair), Jih, Debbie (committee member), Ocampo, Atheneus C. (committee member)

Creator Email salexander126@gmail.com,shalexan@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113376970

Unique identifier UC113376970

Identifier etd-AlexanderS-12382.pdf (filename)

Legacy Identifier etd-AlexanderS-12382

Document Type Dissertation

Format theses (aat)

Rights Alexander, Sarah Hashimy

Internet Media Type application/pdf

Type texts

Source 20230918-usctheses-batch-1098 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu