Document Type
Article
Publication Title
Journal of Progressive Policy & Practice
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.
Recommended Citation
Tevis, T. L.,
&
Griffen, J. M.
(2014).
Absent voices: Intersectionality and first-generation college students with disabilities.
Journal of Progressive Policy & Practice, 2(3), 239–254.
https://scholarlycommons.pacific.edu/ed-facarticles/45
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Educational Sociology Commons, Higher Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Special Education and Teaching Commons
