The goal of this qualitative study was to understand how individuals with disabilities on a college campus experience bullying in a large, Mid-Atlantic region of the United States.
The research consisted of a pilot study of two participants and the main study that comprised of seven participants. All of the participants had documented disabilities at their college. The participants were asked to partake in three, semi-structured interviews that lasted between10-60 minutes. The interviewees discussed past experiences of bullying in elementary and secondary schools, present experiences of bullying at college and how they implemented coping behaviors, and how the bullying experiences influenced future relationships. The interviews were transcribed and analyzed through inductive and deductive coding techniques.
The study's results indicated that all of the participants experienced bullying in elementary or secondary schools, and also in college. While all of the participants experienced bullying in college, only five participants experienced bullying directly relating to their disabilities. Both the past and present experiences of bullying influenced how the participants' interacted within the culture of college, specifically in peer relationships and school related activities. These peer relationships provided participants with opportunities to cope with the bullying that was experienced at college, and also provided an opportunity to feel safe in specific environments. If the participants did not feel safe in any environments, they would implement coping behaviors learned from elementary and secondary school environments to cope with the bullying event.
These findings address a need to further understand ways in which minorities, specifically individuals with disabilities, experience bullying at college. There is a need for colleges to begin to create and implement bullying prevention policies that are appropriate for their respective institutions. Finally, there is a need for student support services to work together to encourage students to report bullying in safe, anonymous manner that provides an opportunity to cope with the aggressive event.
|Advisor:||Leconte, Pamela J.|
|Commitee:||Dannels, Sharon, Rossler, Chuck, Rossler, Mariola, Tuckwiller, Elizabeth, Ward, Michael|
|School:||The George Washington University|
|Department:||Education and Human Development|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 75/05(E), Dissertation Abstracts International|
|Subjects:||Education, School counseling, Special education, Higher education|
|Keywords:||Bullying, Bullying experiences, Coping behaviors, Individuals with disabilities, Mid-Atlantic, Peer relationships, Perceived safety, Safety, School related activities|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be