Date of Conferral

4-4-2025

Date of Award

April 2025

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Katherine Kimsey

Abstract

Literature exploring the stories of Black college students with disabilities is sparse. Given the lack of this population’s storied experiences, disability counselors on college campuses may not be effectively accommodating, integrating, and engaging these students, providing adequate and necessary support to them. The purpose of this Qualitative study was to give a voice to marginalized Black college students with disabilities who have been underrepresented in the literature. Critical Race Theory (CRT) and narrative inquiry (NI) served as the theoretical and conceptual frameworks to guide this study. The research question focused on how Black college students with disabilities describe their experience with their current accommodations and their expectations while attending a Predominately White Institution (PWI). Ten participants were recruited from PWIs. They self-identified as Black, were between the ages of 18 to 24, spoke English as their primary language, and identified having a disability. Inductive Thematic Analysis revealed seven themes: Stigma Related to Disability, Feelings of Isolation and Marginalization, Support and Expectation of Disability Counselors Role, Reluctance to Apply for Accommodations due to Perceived Notions, Self-assessment through Observation and Comparison, Assessing Accommodations and Resources, and Self-advocacy and Being Informed and a subtheme of Intentionality. Study findings inform disability counselors on the experiences of Black college students with disabilities while attending PWIs. This study promotes social change by identifying recommendations for Black college students with disabilities and increasing disability counselors’ knowledge of how to assist students of color in the Office of Disability Services (ODS).

Download

Share

 
COinS