Document Type

Article

Publication Title

Journal of Progressive Policy & Practice

ISSN

2572-6803

Volume

2

Issue

3

First Page

239

Last Page

254

Publication Date

Fall 12-3-2014

Abstract

College students with disabilities stand at a crossroads when transitioning from high school to college, and yet, are often absent from discussions regarding underserved populations in higher education. This absence is particularly notable in scholarship employing the lens of intersectionality. To address this gap, this qualitative case study employs a strengths-based lens to examine how typically marginalized college students used the strengths of their socially constructed identities as a dynamic force to find keys to academic success.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.