Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
Dissertation - Pacific Access Restricted
Doctor of Education (Ed.D.)
Educational Administration and Leadership
First Committee Member
James D. Lee
Second Committee Member
Third Committee Member
College for many adults represents a time for increasing independence, autonomy, and self-exploration. Yet the college experience may also be a time when students discover the presence of a psychological disorder, or navigate how to grapple with an existing disorder in the new and unfamiliar environment of college. An increasing number of students with such disorders are enrolling and participating in higher education yet current literature is often insufficient to adequately guide and inform postsecondary institution personnel regarding this complex student population (Beamish, 2005). Therefore, this phenomenological study aimed to discover the lived experience of a small sample of students with psychological disorders at one public university in the Western United States. Participants' reports of identity processes and classroom learning experiences were investigated through the combined lens of ldentity Theory and the Seven Vectors of Student Development. Study findings suggest (1) there is a pervasive yet varying effect of stigma on participants' identity and impression management behaviors, (2) crises resolution pertaining to seeking help and forming relationships associates with identity development, (3) student-role prominence may influence help-· seeking behavior offering possible implications for student college persistence, (4) reconceptualizing psychological disorders may contribute to more positive self-concepts, (5) "sympathetic others" play a part in fostering a positive classroom emotional climate and relationship trust and building, and finally, (6) stigma (and concomitant inclinations to prove oneself) prompt participant classroom participation yet outward signs of professor and classmate discrimination stifle participant classroom participation.
Moriarty, Shauna K.. (2008). The intersection of identity construction & learning approach : the experience of college students with psychological disorders. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/697
To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.Find in PacificSearch
If you are the author and would like to grant permission to make your work openly accessible, please email