A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model
By A. Vaccaro, Meada Daly‐Cano, B. Newman. 2015
165 citations recorded by the source corpus.
Higher education research suggests that the development of a sense of belonging is key to academic success and persistence, yet we know little about how first-year students with disabilities develop a sense of belonging as they transition into and through their first year in postsecondary environments. Themes from a grounded theory study of 8 college students, most of whom had invisible disabilities, provided the foundation for an emerging model of belonging. Student narratives suggest there are interconnections between the development of a sense of belonging, self-advocacy, social relationships, and mastery of the student role for first-year students with disabilities.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/8d67f1ba2145196f0b15e78c82e2928be3e67f8c
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Citations in the corpus
- An Exploration Into the Importance of a Sense of Belonging for Online Learners (2020, background): “Since then, educational researchers have linked a sense of belonging with improved learner attainment, increased learner satisfaction, and persistence (Hausmann et al., 2007; Locks, Hurtado, Bowman, & Oseguera, 2008; Vaccaro et al., 2015).”
- Academic success factors in university students with disabilities: a systematic review (2021, background): “It is related to how a person feels about him/herself and the ability to act in ways that fulfill his/her skills (Fichten et al. 2014; Vaccaro, Daly-Cano, and Newman 2015).”