ERIC EJ1026835: Faculty Mentorship and Transition Experiences of Students with Disabilities

2013·0.21 MB·English

by  ERIC

Journal of Postsecondary Education and Disability, 26(2), 105 - 118 105
Faculty Mentorship and Transition Experiences of
Students with Disabilities
Shawn Patrick
University of Hawai’i Mānoa
Roger D. Wessel
Ball State University
Abstract
Students need to learn to navigate the transition from high school to college in order to be successful and stay in
college. This process is especially challenging for many students with disabilities who may face additional dif-
ficulties due to their disability. The intent of this study was to gain a better understanding of the academic and
social transition experiences of students with disabilities who had a faculty mentor in their first year of college.
Although research has been conducted on the importance of student-faculty interaction, faculty mentoring, and
the transition to college (Getzel, 2005; Halawah 2006; Madaus, 2005; Pascarella & Terenzini, 1977, 1978, 1979;
Tinto, 1987, 1993), more research is needed with respect to the unique challenges students with disabilities face as
they transition to college. This study found that for many students with disabilities, having a faculty mentor was
helpful support during their transition to college.
Keywords: Students with disabilities, mentoring, transition, phenomenology
Since 2003, the number of students with disabili- The degree of successful transition is directly related
ties enrolled in postsecondary education has hovered to the ability of a student to leave his or her former
around 11 percent; 2,154,000 students in 2003 and community and academically and socially integrate
2,266,000 in 2008 (National Center for Educational into the college community. During this transitional
Statistics, 2009). Since many students with disabilities period, students depart from their families and high
often enter college unprepared (Getzel, 2005), mentor- school communities and begin to make the transition
ship programs may increase their likelihood of success to a new identity as a college student.
(Stumbo, Blegan, & Lindahl-Lewis, 2008). The intent
of this study was to gain a better understanding of the Colleges are made up of both academic and social
academic and social transition experiences of students systems, each with its own characteristic formal
with disabilities who had a faculty mentor in their fi rst and informal structure and set of student, staff, and
year of college. faculty communities. The former, the academic,
concerns itself almost entirely with the formal edu-
Literature Review cation of students….The latter, the social system
The theoretical framework for this study rests with of the college, centers about the daily and personal
Tinto’s theory of individual departure (1987, 1993) needs of the various members of the institution,
for students transitioning from high school to college. especially the students. (Tinto, 1993, p. 106)
Tinto, using the rites of passage model created by Van
Gennep (1960 [original work published in 1909]), Membership in one system does not inherently imply
maintained college students undergo three stages of integration in the other. The absence of integration arises
transition as they adjust to and become assimilated into from a lack of institutional fi t and isolation, happening
college life: separation, transition, and incorporation. when students do not fi t into at least one of the multiple
106 Journal of Postsecondary Education and Disability, 26(2)
communities within the university community. It is im- Informal interaction between faculty members and
portant for students to become integrated into both the students is benefi cial. “Faculty should not discount the
academic and social university communities; departure benefi t of informal, social interactions with students;
may occur when they are not. Tinto indicated disad- such contact appears to provide an important founda-
vantaged students, including those with physical dis- tion for student effort from which students can begin
abilities, are more likely to experience diffi culty during to pursue more academically oriented interactions”
the transition stage. Several researchers have validated (Cotton & Wilson, 2006, p. 515). When students have
the utility of Tinto’s model in predicting college student this type of contact they are more likely to persist at
attrition (Christie & Dinham, 1991; Cotton & Wilson, the institution and achieve academically (Fusani, 1994;
2006; Fusani, 1994; McKay & Estrella, 2008). Martin, Myers, & Mottet, 1999).
Tinto’s theory has many implications for students While interaction with faculty members provides
with disabilities since they experience a dramatic an additional layer of academic integration for students,
educational transition from high school to college. there is little research on faculty members mentor-
Often, students with disabilities enter college “unpre- ing college students (Brown, Takahashi, & Roberts,
pared for the demands of postsecondary education” 2010; Crisp & Cruz, 2009; Jacobi, 1991). Nora and
(Getzel, 2005, p. 70). The transitional issues are, in Crisp (2007), exploring the dimensions associated
part, attributed to the change in how students are ac- with mentoring that assisted students in adjusting to
commodated in high school due to the stark contrast college life and becoming fully engaged in and out
in the laws governing secondary and postsecondary of the classroom, found three factors that contributed
education for students with disabilities. “At the col- to adjustment and engagement: educational/career
lege level, signifi cant changes occur in the legal rights goal-setting and appraisal, emotional and psychologi-
of students, and there is a sharp reversal of parental cal support, and academic subject knowledge aimed
and student responsibility” (Madaus, 2005 p. 32). In at advancing a student’s knowledge relevant to their
secondary education the onus is on the school to test chosen fi eld. Mentors can engage mentees in discus-
students they assume may have a disability and pro- sions to explore ideas they have not considered related
vide the services needed free of charge (Individuals to the student’s goals, provide encouragement, act as
with Disability Act, 2004). At the postsecondary level a support system, and provide students with specifi c
students need to become self-advocates as nearly all of knowledge related to their fi eld of interest.
the responsibility for initiating services is transferred Researchers have been able to identify specifi c
from the school and parent to the student. The empha- benefi ts to mentoring college students. Campbell
sis is on equal access and reasonable accommodations and Campbell (1997) found participation in faculty
rather than on modifying standards (Americans with mentorship resulted in gains in academic performance
Disabilities Act, 1990). and retention. Having a mentor may be even more
Many students with disabilities in high school are important for students with disabilities, especially if
accustomed to altered academic standards and are, as the mentors have a disability themselves (Burgstahler
a result, less prepared when they come to college (Ma- & Crawford, 2007). Intentional mentoring programs
daus, 2005). Specifi cally, students may struggle with for students with disabilities can help ensure these
academic content, organization, time management, and students are academically prepared because they help
study skills (Aderon & Durocher, 2007). Educators students become acclimated to college and provide
can play an important role in helping students with them a personal connection on campus. “Mentor-
learning disabilities have a more successful transition ships are one example of an intervention aimed at
to college (Skinner & Lindstrom, 2003). decreasing risk factors and increasing the likelihood
Interaction between faculty members and students of success for persons with disabilities” (Stumbo et
are important both in and out of the classroom. “In- al., 2008, p. 45).
volvement in the classroom leads students to seek out The purpose of this study was to gain a better
contact with faculty. In this fashion, colleges can be understanding of the academic and social transition
seen as consisting not merely of multiple communities, experiences of students with disabilities who had a
but of overlapping and sometimes nested academic faculty mentor in their fi rst year of college. This study
and social communities” (Tinto, 1993, pp. 132-133). addressed the following research questions:
Patrick & Wessel; Faculty Mentorship and Transition Experiences 107
1. What were the experiences of students with Design and Data Collection
disabilities who had a faculty mentor in their This study was grounded in qualitative methodol-
fi rst year of college? ogy because it “seeks to answer questions that stress
2. What transitional experiences did college stu- how social experience is created and given meaning”
dents with disabilities have when transitioning (Denzin & Lincoln, 2005, p. 10). This methodology
to their fi rst year of college? was chosen because the researchers believed the issues
faced by students with disabilities would be best un-
Method derstood through in-depth questioning and analysis of
their individual experiences. Further, phenomenology
Faculty Mentorship Program was used to construct this study and analyze the data
The Faculty Mentorship Program was developed as it aims to understand the “lived experiences” of a
by university faculty and staff in the summer of 2006 to group of people (Creswell, 1994, p. 12).
address concerns about the transition to postsecondary The study was conducted at a mid-size, doctoral,
education for students with disabilities. The purpose public institution in the Midwest that primarily serves
of the Faculty Mentorship Program is to connect new undergraduate students. The population consisted of
students with disabilities with a faculty member in traditional-aged college students with disabilities who
the student’s major or area of interest. The disability met with a faculty mentor for at least one semester
services (DS) offi ce invites all newly admitted students during their fi rst year in college. Purposive sampling
who have disclosed a disability to participate in the was used to locate informants (Patton, 1990). The
program. Approximately half of the students invited director of DS forwarded an email to the population
to join participate each year. Professional educators in seeking participants; participation had no infl uence
the DS offi ce pair the mentor with the mentee. When on DS provided. Phenomenological saturation was
possible, the mentor is from the department of the reached when the sample consisted of 12 students, the
student’s major. Students and mentors receive a mes- fi rst individuals who responded to the message from the
sage from the program directors at the beginning of the director of DS. The identities of the participants and
academic year introducing students and mentors to one the institution were concealed by pseudonyms.
another and explaining the expectations and benefi ts Data were collected through personal interviews
of the program. After the students and mentors have after the study had been approved by the Institutional
an introductory meeting, the frequency and continued Review Board. Personal interviews were conducted
contact is up to them. to gain in-depth answers about participants’ experi-
The faculty members selected to participate in the ences. The research team consisted of two researchers,
program were identifi ed as being “disability friendly” a professor of higher education and a student affairs
and having a positive history with the DS offi ce by educator, with multiple experiences working with
demonstrating academic and personal care for students students with disabilities and gathering data on this
with disabilities. At the time of the study, the 45 faculty subpopulation of students. A semi-structured interview
members that volunteered to be mentors represented 36 protocol was used; this allowed participants to share
academic departments. The faculty mentors represented stories and experiences and the researcher to probe
all ranks and both genders, a few also had a disability, with follow up questions (Patton, 1990). The research
and received information on how to mentor students questions provided the organizational framework for
with disabilities when they fi rst joined the program. the structure for this protocol. The protocol focused
Luncheon discussion meetings and seminars take place on the experiences of having a faculty mentor and
every six to eight weeks to provide opportunities to learn their transition/incorporation to college. Since the
more about students with disabilities and give the men- instrument used to collect data was designed for this
tors an opportunity to share their experiences and advice. project, the researchers took measures to ensure the
Topics of discussion have included technology options trustworthiness of the instrument. A panel of experts
to accommodate blind or visually disabled students, an (two DS educators, three faculty members skilled in
overview of universal design for instruction, how to as- research methodology, and two faculty members who
sist college students with an acquired brain injury, and had served as mentors for students with disabilities)
support for students with autism. reviewed a proposed interview guide. A revised draft
108 Journal of Postsecondary Education and Disability, 26(2)
of the interview guide was prepared based on the sug- Once themes were identifi ed, a variety of techniques
gestions of this panel. Following this revision, a pilot were used for verifi cation including member checking
test was conducted in which the proposed interview and thick rich descriptions (Creswell, 2007). Partici-
guide was given to three students of the population pants were sent a transcript of the interview and asked
who responded to the call for participants, but they to verify for accuracy. This process helped to ensure
were not involved in the study. Final revisions of the participant’s experiences were accurately recorded.
interview protocol were based on the recommendation Thick rich descriptions were used to provide detail and
of the pilot test. context to the experiences of participants. Van Manen
An attempt was made to create a relaxed atmo- (1990) maintained thick rich descriptions allow for a
sphere during each interview. The fi rst few minutes more concrete understanding of the implications of the
consisted of informal conversation that established a phenomenon. Moreover, thick rich descriptions allow
rapport with the subject. Subjects were encouraged to for increased transferability into a variety of contexts.
share personal experiences and anecdotes. Examples Conclusions for the study were framed as a discussion
of questions in the protocol included, How was your of the fi ndings related to the research questions.
transition to college? What were the elements that
made the transition easy and/or diffi cult? What were Findings
some of the new experiences you adjusted to during The participants consisted of 12 students, seven
your fi rst semester in college? Do you feel like your students with physical disabilities (i.e., five with
mentor helped you transition to college? What campus mobility restrictions using a wheelchair, one with
resources did your mentor refer you to? What kind of low vision using a service dog, and one with a non-
advice would you give other students with disabilities apparent medical condition), and fi ve students with
about having a faculty mentor? Interviews had no set cognitive disabilities (i.e., one with Attention Defi cit
time limit and continued until all questions from the Disorder [ADD], one with ADD and dyslexia, one
interview protocol were exhausted. Participants knew with Asperger’s and dyslexia, one with ADHD and a
in advance the interviews would be audio recorded. learning disability, and one with an undisclosed cogni-
tive disorder). Two of the participants were male and
Data Analysis 10 were female; most participants were Caucasian,
Each interview was transcribed and verifi ed (re- one student was African American. The fi ndings are
viewing the transcripts against the audio tapes to ensure organized into two broad categories: experiences with
there were no errors) by one of the researchers. After a faculty mentors, and transitional issues encountered
the data were collected, thematic analysis was used by students with disabilities.
to analyze the data (Van Manen, 1990). The research
questions provided the broad categories for themes: Faculty Mentorship
faculty mentorship and transition to college. From The participants shared mainly positive character-
the themes, codes were extrapolated to identify major istics regarding having faculty mentors as they transi-
categories that explained the experienced phenomenon. tioned to college. The topics students discussed with
Subthemes were identifi ed by repeated reviewing of their mentors, from general advice and information
the transcripts and listening to the audio recordings for about campus resources to how to approach faculty
unique or repetitive responses. The number of partici- members, varied greatly based on the individual needs
pants mentioning subthemes, as well as the qualitative of the student and relationships between students and
information they shared, such as quotes or stories, were faculty mentors.
used to explain each subtheme. For example, all 12 Advice. Faculty mentors gave advice that was help-
participants mentioned receiving advice from their ful for students regarding the transition from high school
mentors, so information was shared about what advice to college and how to become familiar with college.
was offered and how students perceived it. Finally, a While they did not always act on the advice, students felt
narrative was constructed in relation to the original it provided them with useful information on a variety of
research questions. Memoing was used (Hesse-Biber topics. Some of the faculty mentors took a holistic ap-
& Leavy, 2006) as it helped the researchers refl ect on proach to their mentoring and tried to make sure students
data, themes, and codes. were successful in their transition to college. One student
Patrick & Wessel; Faculty Mentorship and Transition Experiences 109
explained, “He said I need to learn to balance myself. . . . coming to campus she was nervous to go to the writing
He sat me down and told me there are three components support center for help with papers.
to my life: school, friends, and self.” She came to college
feeling prepared for the academic rigor of college, but In our fi rst meeting, she wanted to let me know that
needed some help with the social transition. The mentor not just disabled kids go to the Learning Center
also gave her advice about meeting people and gaining or Writing Center. I was not singled out because
experience, “Work experience: he says that every time I I went there. It was more than just kids like me
see him! Now I am seeing why.” She had a campus job that go there.
for two years and in that time she has met others in her
residence hall and made friends. She, like many of the Having a faculty mentor to encourage the use of cam-
students, felt her mentor cared about her as an individual, pus resources was helpful for many students.
not just a student. Getting to know faculty. The students also men-
Other students needed more help with the academ- tioned the positive effect that getting to know faculty
ic transition to college. One student came to college had on their transition. Participants had a unique op-
feeling ready to make friends and be independent, so portunity to form a close relationship with a faculty
the conversations she had with her mentor centered on member, typically in their major, and learn what a
academics. Her mentor encouraged her to be a self- faculty-student relationship was like. As a result, the
advocate regarding her disability. mentors often helped them form relationships with
other faculty members.
One of the most important things she said was, do When fi rst coming to college, one student was
not be afraid to contact your professor. If some- nervous about approaching her faculty members, but
thing is not working for you, go to your professor through forming a relationship with her faculty mentor
early. Do not wait until the last minute...Tell them this process became easier. She talked about how to
what you need. approach teachers and discuss her need for accom-
modations. “I am not as nervous as I was before, so it
This conversation helped her to be confi dent in dis- is a lot easier to talk to my professors. Last semester
cussing her disability and accommodation needs with was the fi rst time I ever advocated for myself and that
faculty members. At fi rst this was new to her, but was not easy.” Another student shared a similar ex-
over time and with the support of her faculty mentor perience, “I feel like it has prepared me more to talk
she became more comfortable having these types of to my professors. I am not as scared as I would be if
conversations. I were a normal student.” Students thought having a
Awareness of campus resources. As participants faculty mentor during their fi rst year provided them
adjusted to life at college, their mentors made sure with a unique vantage point and understanding of the
they were aware of campus resources. The campus role of faculty-student relationships.
resources mentors identifi ed depended on the needs One student’s mentor taught in his major and was
of the student. While students did not always seek able to answer department-specifi c information about
out the campus resources their mentor talked about, the program and other faculty. “My mentor was on
participants felt being aware of the campus resources faculty in the communication studies department, so
was important and added another layer of comfort she helped me know that I could talk to her about stuff,
during their transition. but that I could also talk to my teachers about stuff.”
Students acknowledged a variety of campus re- Sometimes, as was the case with this student, students
sources existed to aid their transition to college. One had their mentor as a teacher. “She helped me because
student shared, “Knowing the resources and making I did not know any professors or anything and then
those available to me; that was extremely helpful. If second semester I had her as a teacher. It was nice
it was not for him . . . I would not have known where because we were already friends.” Knowing someone
to get the help.” Faculty mentors also normalized in her major helped her with her academic transition
using campus resources that may have a negative con- not only to college, but also into her major.
notation, such as the academic support center and the Individual support. All of the participants cited
counseling center. This student shared that when fi rst individual support from their faculty mentor as a contrib-
110 Journal of Postsecondary Education and Disability, 26(2)
uting factor to a positive transition to college. While stu- college, one student talked about how her faculty men-
dents had support from other areas as well, they viewed tor was helpful. “I felt comfortable talking to him and
the faculty mentor as someone who cared about their did not feel like he was judging me while I was talking
success and was familiar with campus. They provided to him.” Another student had a similar experience, but
a wide range of support to students, including social and her mentor ended up being one of her teachers too,
academic issues. Students felt they had someone on which strengthened their relationship. “I really liked
campus who cared about their success. They also went having my professor as my mentor and knowing that I
to their faculty mentor when they encountered problems was always able to ask him questions, even if they were
and did not know where else to turn. One student said just life questions. It defi nitely helped with the transi-
it this way, “Even if I did not have a question, just the tion.” One student’s mentor invited her and his other
feeling of having someone that could help you was just two mentees over to his house for Thanksgiving. The
awesome. It was like a worry I did not have to worry close relationship she formed with her mentor helped
about anymore.” He had a close relationship with his her far beyond the academic and social transition issues
mentor and often looked to him for help and advice. “On commonly faced by students coming to college.
a scale of one to 10, it would be a nine or 10, defi nitely. While it is not necessary for mentors to have a dis-
He always helps me when I need it and I know I can ability, some participants indicated it helped them form
contact him at any time.” a closer bond with their mentor, because they were
The transition to being self-advocates was diffi cult able to share common experiences regarding having
for some students and many appreciated the support a disability. Students appreciated being able to share
their faculty mentor gave them. Prior to college, par- common experiences and stories related to having a
ticipants were used to family members and teachers disability. “She is blind and I am in a wheelchair, so
advocating for their disability. This student felt her we talked about funny things that happen to us that do
mentor taught her to stand up for herself. not happen to other people. . . . We had a good time
and could relate.” The student felt this allowed them
He let me know that I might be different, but I am not to relate on a deeper level as her mentor often talked to
less. The help I get is to even the playing fi eld, not to her about the challenges of having a physical disability,
put me above. He wanted me to know that being dif- which enhanced their relationship.
ferent is not a disability, it is an ability to see the world On the other hand, mentor/mentee interactions
differently...One of my biggest fears was advocating did not last as long when students did not have close
for myself here but I am not by myself, especially relationships to the faculty mentor. One student said
with him. He is there whenever I need him. she would recommend the program to other students
with disabilities, but felt having a close relationship
Having a faculty mentor made her feel someone on cam- was crucial. “I actually did suggest the program to one
pus was looking out for what was best for her. Through of my friends and she did it, but she and her faculty
coaching conversations, this student learned how to mentor never really hit it off and it really was not a
disclose her disability to faculty members and ask for positive experience.”
the accommodations she needed to be successful. Decreasing role of the mentor. While having a
faculty mentor was an important factor in the transition
Mentor relationship. All of the students inter- from high school to college, many students found the
viewed felt having a mentor relationship positively mentor less useful the longer they were in school. After
affected their transition. It was only through forming their freshman year many students indicated they did
a close bond with their faculty mentor that students not need a faculty mentor and as a result the interaction
felt comfortable opening up to them. Additionally, with the mentor decreased. One student indicated she
students with a close relationship were likely to listen met with her mentor six times her fi rst year, three times
to the advice from their mentor and utilize the campus her second year, and has not met with him during her
resources recommended. third year. Another student shared a similar experience.
Participants indicated getting to know their faculty “I have not met with her as much this semester, but I
mentor on a personal level was important to forming a think she has prepared me.” Faculty mentorship helps
close relationship. In speaking about her transition to students with disabilities transition to college, but the
Patrick & Wessel; Faculty Mentorship and Transition Experiences 111
need for this type of relationship decreases as students She felt the accommodations received did not provide
become acclimated to the institution. an academic advantage, but rather leveled the fi eld.
Another student even expressed aversion to teach-
Transition to College ers providing different standards based on her disabil-
The participants in this study encountered many ity. She did not want to be treated differently in any
specifi c transitional experiences as a result of having way because of her disability.
a disability. The common experiences shared by the
participants included academic transition, social tran- He is hard on everyone else; he pushes because
sition, family, and accommodations. Additionally, he knows that we can do it. My biggest pet peeve
students with a physical disability noted a sense of is when a teacher sees my disability and cuts my
community, getting around campus, and attendants. work in half, or even more. That to me is a sign
Academic transition. Eleven of the 12 par- I cannot do it. I can do it, maybe just not as fast
ticipants indicated the academic transition from high as everyone else.
school to college was diffi cult. While each student
had a different disability and academic background, These additional challenges made it diffi cult to adjust to
they were all able to share how their disability affected the academic environment of college. While resources
their academic integration. One student reported the and support existed for these students, sometimes they
transition from high school to college was not easy. were not aware of these resources or chose not to use
Although her parents knew about her disability since them due to a perceived stigma
elementary school, they never disclosed it to her teach- Social transition. In addition to academic chal-
ers out of fear she would be treated differently. While lenges, students with disabilities may also struggle
she attended regular classes all through primary and socially. Making friends and feeling socially accepted
secondary school, she was not ready for college-level is important for students coming to college. However,
academics. She said, “My high school did not really participants felt they were stigmatized and marginal-
prepare me at all for college.” While some students ized due to their disability. As a result, some students
indicated a general feeling of unpreparedness, other with disabilities found the social transition from high
students specifi cally cited how their disability affected school and home to college diffi cult. One student felt
feeling ready for college academics. Some students he overcame the hurdle his disability could have placed
reported they felt insulated in high school. A student in front of him and got involved anyway.
explained how her ADD affected her academics, “The
fi rst semester was kind of rough. . . . I am really bad Having a disability, sometimes you just do not want
about doing big papers, because I cannot concentrate to go out and do stuff, but I just pull myself through
so I have trouble getting them done.” it. I always think of people who are out there who
Students with disabilities want to do well in school are way worse than I am that are getting out there,
just like any other group of students. One student felt so that helps me get out there more. I just think
she had to overcome additional pressures to be success- about people that have more stuff to deal with.
ful due to the prejudice her teachers and fellow students
had regarding individuals with disabilities. While most students have some challenges related to
transitioning from high school and home to college,
I think it made me more driven, too. I know it these students felt they experienced additional chal-
made me more driven in high school because I was lenges. However, many of them were able to overcome
constantly having to prove myself to my teachers, these challenges. One student shared how her brother
and prove to all of the students of my class, that assisted her with the social transition to college, “He
I was not dumb, and not stupid. I was in a chair, helped me more with my social skills. With Asperg-
but I got there the same way they got there and er’s, it is hard to have social skills. He helped me get
was in their same classes they were because I am started with the friends because I do not like being
smart and can handle myself. I think it keeps me close to people.” Students with physical disabilities
driven in a way. also face unique challenges related to getting around.
One student explained, “You cannot do some things
112 Journal of Postsecondary Education and Disability, 26(2)
with people that other people can do. You cannot go Often the parent’s active role made it diffi cult for stu-
to someone’s house off campus or just get in the car. dents to take the lead in their own education. In high
It is harder.” These challenges can sometimes cause school, students were used to their parents and teachers
students with disabilities to feel isolated. making sure accommodations were in place, but once
On the other hand, when students found compan- at college the students were completely responsible
ionship with other students with disabilities, they felt for this process. They not only had to be proactive
they had a support system. This actually enhanced about getting accommodations, but they also had to
the social transition to college for many students, serve as an advocate for themselves. One student
because they felt like a part of a group. One student explained how her parents would help when teachers
said, “I think what made it easier was that I knew we did not understand her illness, why she had to miss
had a really good disability program here. I knew class more than other students, and how she is now
there were people here I could go to for questions.” responsible to be her own advocate. “You cannot call
Students with a physical disability feel an additional your mom and have her call a teacher to talk about the
sense of community. Another student agreed by say- illness. In high school my parents would have called
ing, “Having other students in wheelchairs, in the same them and cleared things up, but here I have to handle
position as me, I felt good about that. We connected everything on my own.”
. . . and having people understand that need was very Accommodations. A common transitional issue
good.” Students living on campus found community for participants was becoming familiar with the accom-
in the residence hall. One student explained, “I did modation process. The accommodation process was
not have any friends on my fl oor at Williams. I was different from high school to college and the student
coming over to Baker [a hall with a large population now had to be responsible for requesting accommoda-
of students with physical disabilities] to hang out with tions and disclosing their disability to faculty members.
my friends there.” In general, students with disabilities Many students felt unprepared for the change.
struggled socially while adjusting to college.
Family. Students with disabilities also had to get I did not realize how much effort my parents and
used to not having their families around. The partici- my teacher of record put into an IEP...Now all of
pants had various levels of parental involvement both that has shifted on to my shoulders and I have to
in high school and at college. At times, students had a make sure that I am on top of being in communica-
close relationship with family members and relied on tion with the students with disabilities offi ce, but
them for help while others had their parents advocate also with my professors.
on their behalf.
The hardest part for many students about leaving This student realized she was the only person who
family members was becoming independent and having could take the initiative to ask for accommodations
to do things on their own. One student shared, “I was not and communicate to her teachers she had a disability.
homesick, I just missed my mom more and everything Another student said it this way:
she does for me.” Another student told a similar story,
“The hardest thing was leaving my brother. He has been You have to do more of it yourself, because if you
there for my entire life and he is the one that took care of do not then you are not going to receive help. In
me.” It was important for these students to learn how to K-12, someone was always there for you, they
be independent and take care of themselves. This level know what you need and your parents are always
of dependence was often deeply rooted from childhood. there...it went from someone else handling it to
One student credited her mom for making sure she got you handling it.
the accommodations she needed.
Not only was he now responsible for getting accom-
My mom took care of the education part of it. She modations, but the process was also different. A student
was my advocate and told my teachers what was explained, “There is no middle-man...Here, if I want
going to happen. I do not look like a child with a dis- something done, I go and talk to the director of disabil-
ability so teachers would not believe me. So Mama ity services.” Many students thought this change was
Bear, that is what they called her, would come in. completely foreign when they came to college. They
Patrick & Wessel; Faculty Mentorship and Transition Experiences 113
were used to others being involved in the process and are used to being in one building, while at college they
in college everything was dependent on them. have to travel across campus. This sometimes involves
While the accommodation process in college is architectural barriers and challenges with the weather.
different and the burden to request accommodations is Several students mentioned that campus accessibility
on the student, they felt the college had resources and played a signifi cant role in their decision to attend the
staff to assist them. One student shared a story about institution and their overall success at college. For
working with the director of DS. example, one student shared a story about how the
adaptive technology coordinator, who is also blind and
The fi rst time I visited here, I was with my parents has a service dog, took the time to show her where the
and he came up to me and was asking questions. veterinarian was and how to get around campus.
He was not really asking my parents questions, he For students living on campus, the accessibility
was asking me questions and I had to answer them. features in the residence halls allowed for them to live
I knew I was going to have to speak up for myself... independently. A student explained she had her “own
He would not physically do it, but he would help accessible bathroom, which was nice and the prox cards
me with the information so that I could do what I [electronic access system] are nice to get inside places.”
need to in order to succeed. She went on to talk about how this was a major change
from her parents’ house. “My house is not accessible.
He went on to say, the director of DS was the most I cannot get a drink or food without help. I cannot
helpful person on campus during his transition. shower or get off the couch without help. Coming
The accommodation process forced students to here, I could sit on the furniture and had to get my own
self-advocate. If students needed accommodations food.” As a result, she enjoyed being on campus more
they were responsible for providing documentation of than at her parents’ house because she was able to live
their disability and making a request for services. This independently in the residence halls.
process empowered them to disclose their disability to Attendants. Four of the fi ve students in wheel-
faculty members. The process of disclosing a disability chairs shared that using nursing staff (attendants) was
and asking for accommodations was not easy for stu- a new experience when transitioning to college. The
dents, especially when they were new to college and students were used to having a family member help
unfamiliar with how to approach faculty members. One them with daily living tasks (i.e., bathing, toileting,
student said, “Handing my professors the [accommoda- getting dressed) and when they came to college they
tion] letter that I have a learning disability was a little had to rely on hired attendants to help them. This was
intimidating, that I had to admit to a learning disability. often a foreign experience, having someone they did
To this day, it is still hard...because it is stigmatized.” not know in situations that are normally private. All
Sense of community. Coming to college also of the students who talked about using attendants ex-
provided many students with a new sense of commu- pressed frustration and how it added to the diffi culty of
nity with other students with disabilities. In general, transitioning to college. One student revealed, “The at-
the large population of students with disabilities and tendants were the hardest part to get used to just because
services available to them at the university may play an I am not used to having a set time to use the bathroom
important role in creating a sense of community. It was or . . . where I have to go and get in my bed.”
important for students to fi nd others who could relate
to them. One student expressed, “Usually when you Discussion
have a disability, you hang out with people that have
a disability, because they understand you. It is hard to The following conclusions were drawn from the
break that cycle because those are the people you con- study: students with disabilities fi nd support through
nect with.” The sense of community at college helped faculty mentorship and students with disabilities en-
some students feel welcome on campus, an important counter transitional issues. Each conclusion is supple-
piece of their transition to college. mented by literature, discussion, and suggestions.
Getting around campus. A college campus can
be diffi cult to navigate, especially for students with
mobility and visual disabilities. In high school students
114 Journal of Postsecondary Education and Disability, 26(2)
Students with Disabilities Find Support Through some type of personal interest or bond, such as a similar
Faculty Mentorship research interest, or something as inconsequential as
For students with disabilities, faculty mentorship liking the same sports team or hobby. Such a bond
provides an added layer of support, which is often was the foundation for a closer relationship. Once
needed, especially during the transition from high students developed a connection to their faculty men-
school to college. All participants in this study said tor, discussions about academic and transition issues
their faculty mentor was crucial in their transition due easily followed. Furthermore, when students were
to the individual support and help they provided. paired with faculty members in their same or related
A wide variety of topics was discussed during academic discipline, they could have in-depth conver-
meetings between the mentor and mentee, depending sations about personal and academic interests. Many
on the needs of the student. Participants commonly students felt it was important for their faculty mentor
offered that mentors should attempt to take a holistic to be able to navigate their academic program and have
approach to working with their mentee, ensuring a experience in the fi eld they wanted to pursue. Students
smooth academic and social transition to college. with close bonds often stayed in contact with their
Students appreciated when mentors would not only mentors beyond their fi rst semester or freshman year.
inquire about classroom experiences, but also inquire Deep-seated relationships taught students the benefi ts
about their personal life. As a source of knowledge of student-faculty interaction. Having a mentor may
and authority, faculty mentors should also encourage be especially benefi cial for students with disabilities
positive behaviors, such as attending class, building if the mentors have a disability themselves. While it
relationships with other faculty members, and self- is not necessary for a faculty mentor to share a similar
advocating regarding their disability. Mentors may disability, or a disability at all, it does provide a unique
also serve as an academic resource, especially when bond between the faculty member and student. Regard-
students are matched with a faculty member in their less of the type of bond, it is important the mentor and
major or a closely related fi eld. Mentors can assist mentee establish a bond; otherwise the relationship is
students in adjusting to college life and becoming not likely to be strong or long-lasting.
fully engaged in and out of the classroom (Nora & In order to navigate the complexities of a college
Crisp, 2007). Mentors should also seek to draw direct or university, students should be encouraged by their
connections and parallels to students’ academics and faculty mentor to build formal relationships with
personal interests. Faculty mentors often have a unique other faculty members. This is especially important
relationship with their mentees and as a result can of- as students need to be able to have candid conversa-
fer advice regarding part-time jobs, joining a student tions about their disability and individual needs in the
organization, or being involved on campus. Students classroom. Once they learned how to interact with
felt individually supported and often relied on their their faculty mentor, conversations with other faculty
faculty mentor as a resource and campus expert. members were not as diffi cult for some students. It is
Students shared the conversations they had with important for students to continue to establish close
their faculty mentor that helped them become accli- bonds with faculty members, even after the fi rst year
mated to college and comfortable talking with other and connection to their faculty mentor (Cotton & Wil-
faculty members. Students described a faculty mentor son, 2006; Fusani, 1994).
as someone who cared about their success and was Faculty, staff, and administrators should recognize
familiar with campus resources, often normalizing the importance of providing individualized support
campus resources that may have a negative connota- to students with disabilities. Student’s identities are
tion (e.g., learning centers and counseling) due to the malleable, especially during their fi rst year of college,
perception by students. Mentors were able to use their and faculty mentors have the ability to shape mentees
intimate knowledge about students’ specifi c needs to during this time. Students with close relationships to
personally refer them to specifi c campus resources. faculty are more likely to persist at the institution and
Developing a close and sometimes personal bond achieve academically (Pascarella & Terenzini, 1977,
with faculty mentors was crucial to the success of 1978, 1979). Pascarella and Terenzini also found with-
mentor-student relationships. Students who indicated drawal was related to the frequency of informal (non-
they had a positive experience were able to identify classroom) student-faculty contact and the frequency of