This study uses narrative inquiry research methods to examine the lived experiences of five students with disabilities pursuing higher education in an urban community college to better understand how their culture, gender, and social-economic experiences as a student with disabilities influenced their multiple identities. Analysis procedures were informed by a combination of Clandinin’s (2006) three dimensions of narrative inquiry (interaction, continuity, and place) with concepts drawn from intersectionality theories. Intersectionality provided this study with a framework for understanding participants’ experiences of race, class, and gender, along with having disabilities. This study’s findings contribute to the existing literature on community college students with disabilities by acknowledging how their personal experiences and backgrounds intersect with their journey in pursuit of higher education.
|Commitee:||Wilson, Kimi, Aguilar, Nadia, Smow, Marguerite Ann|
|School:||California State University, Los Angeles|
|Department:||Applied and Advanced Studies in Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Disability studies, Community college education|
|Keywords:||Urban, Community college, Students with a disability, Pursuit of higher education|
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