Disability identity and use of services among college students with psychiatric disabilities

Amber O'Shea, Avi Kaplan

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

With the increasing number of undergraduate students with psychiatric disabilities enrolling in college, and the disproportionately high attrition rates in this group, the current study aimed to understand these students' experiences and identify barriers that they face in higher education contexts. Specifically, whereas past research suggests that students' endorsement of a "disability identity" impacts the proactive utilization of valuable academic accommodations and promotes students' academic success, little is known about the meanings that underlie students' disability identity and how it is formed, shaped, and maintained within the college context. The current phenomenological study investigated the processes by which 5 undergraduate students with psychiatric disabilities in a large public research university made meaning of their disability, and how their disability identity motivated their use of disability support services. The analysis of a series of interviews with each student highlighted the dynamic nature of students' disability identity and its formation through interactions with others and through participation in various activities and experiences in the college context.

Original languageEnglish (US)
Pages (from-to)358-379
Number of pages22
JournalQualitative Psychology
Volume5
Issue number3
DOIs
StatePublished - Nov 1 2018

Fingerprint

Psychiatry
Students
Research
Interviews
Education

All Science Journal Classification (ASJC) codes

  • Psychology(all)

Cite this

@article{bda446ab29d04f6aaf3b09cd87aebba4,
title = "Disability identity and use of services among college students with psychiatric disabilities",
abstract = "With the increasing number of undergraduate students with psychiatric disabilities enrolling in college, and the disproportionately high attrition rates in this group, the current study aimed to understand these students' experiences and identify barriers that they face in higher education contexts. Specifically, whereas past research suggests that students' endorsement of a {"}disability identity{"} impacts the proactive utilization of valuable academic accommodations and promotes students' academic success, little is known about the meanings that underlie students' disability identity and how it is formed, shaped, and maintained within the college context. The current phenomenological study investigated the processes by which 5 undergraduate students with psychiatric disabilities in a large public research university made meaning of their disability, and how their disability identity motivated their use of disability support services. The analysis of a series of interviews with each student highlighted the dynamic nature of students' disability identity and its formation through interactions with others and through participation in various activities and experiences in the college context.",
author = "Amber O'Shea and Avi Kaplan",
year = "2018",
month = "11",
day = "1",
doi = "10.1037/qup0000099",
language = "English (US)",
volume = "5",
pages = "358--379",
journal = "Qualitative Psychology",
issn = "2326-3598",
publisher = "American Psychological Association Inc.",
number = "3",

}

Disability identity and use of services among college students with psychiatric disabilities. / O'Shea, Amber; Kaplan, Avi.

In: Qualitative Psychology, Vol. 5, No. 3, 01.11.2018, p. 358-379.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Disability identity and use of services among college students with psychiatric disabilities

AU - O'Shea, Amber

AU - Kaplan, Avi

PY - 2018/11/1

Y1 - 2018/11/1

N2 - With the increasing number of undergraduate students with psychiatric disabilities enrolling in college, and the disproportionately high attrition rates in this group, the current study aimed to understand these students' experiences and identify barriers that they face in higher education contexts. Specifically, whereas past research suggests that students' endorsement of a "disability identity" impacts the proactive utilization of valuable academic accommodations and promotes students' academic success, little is known about the meanings that underlie students' disability identity and how it is formed, shaped, and maintained within the college context. The current phenomenological study investigated the processes by which 5 undergraduate students with psychiatric disabilities in a large public research university made meaning of their disability, and how their disability identity motivated their use of disability support services. The analysis of a series of interviews with each student highlighted the dynamic nature of students' disability identity and its formation through interactions with others and through participation in various activities and experiences in the college context.

AB - With the increasing number of undergraduate students with psychiatric disabilities enrolling in college, and the disproportionately high attrition rates in this group, the current study aimed to understand these students' experiences and identify barriers that they face in higher education contexts. Specifically, whereas past research suggests that students' endorsement of a "disability identity" impacts the proactive utilization of valuable academic accommodations and promotes students' academic success, little is known about the meanings that underlie students' disability identity and how it is formed, shaped, and maintained within the college context. The current phenomenological study investigated the processes by which 5 undergraduate students with psychiatric disabilities in a large public research university made meaning of their disability, and how their disability identity motivated their use of disability support services. The analysis of a series of interviews with each student highlighted the dynamic nature of students' disability identity and its formation through interactions with others and through participation in various activities and experiences in the college context.

UR - http://www.scopus.com/inward/record.url?scp=85062115263&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85062115263&partnerID=8YFLogxK

U2 - 10.1037/qup0000099

DO - 10.1037/qup0000099

M3 - Article

AN - SCOPUS:85062115263

VL - 5

SP - 358

EP - 379

JO - Qualitative Psychology

JF - Qualitative Psychology

SN - 2326-3598

IS - 3

ER -