Self-Advocacy and Motivation as Contributors to

191 Pages·2017·1.36 MB·English

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Dissertations
Fall 12-2016
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Latrecha Kasha Scott
University of Southern Mississippi
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Scott, Latrecha Kasha, "I Am Here for a Reason. I Need to Focus. I Need to Learn So I Can Reach My Goal:
Self-Advocacy and Motivation as Contributors to the Experiences of College Students with Physical
Disabilities" (2016). Dissertations. 901.
https://aquila.usm.edu/dissertations/901
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I AM HERE FOR A REASON. I NEED TO FOCUS. I NEED TO LEARN SO I CAN
REACH MY GOAL: SELF-ADVOCACY AND MOTIVATION AS CONTRIBUTORS
TO THE EXPERIENCES OF COLLEGE STUDENTS
WITH PHYSICAL DISABILITIES
by
Latrecha Kasha Scott
A Dissertation
Submitted to the Graduate School
and the Department of Educational Research and Administration
at The University of Southern Mississippi
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy
Approved:
________________________________________________
Dr. Lilian H. Hill, Committee Chair
Professor, Educational Research and Administration
________________________________________________
Dr. Kyna Shelley, Committee Member
Professor, Educational Research and Administration
________________________________________________
Dr. Georgianna Martin, Committee Member
Assistant Professor, Educational Research and Administration
________________________________________________
Dr. Eric Platt, Committee Member
Assistant Professor, Educational Research and Administration
________________________________________________
Dr. Karen S. Coats
Dean of the Graduate School

December 2016
COPYRIGHT BY
Latrecha Kasha Scott
2016

Published by the Graduate School
ABSTRACT
I AM HERE FOR A REASON. I NEED TO FOCUS. I NEED TO LEARN SO I CAN
REACH MY GOAL: SELF-ADVOCACY AND MOTIVATION AS CONTRIBUTORS
TO THE EXPERIENCES OF COLLEGEG STUDENTS
WITH PHYSCIAL DISABILITIES
by Latrecha Kasha Scott
December2016
Although researchers have studied “the role of self-determination in facilitating
transition planning and services, very little is known about the impact of those supports
and services from the students’ perspective once they are in postsecondary settings”
(Getzel & Thoma, 2008). In addition, literature was limited regarding the impact of self-
determination from the student perspective after enrollment into higher education
(Denhart, 2008; Fuller, Bradley & Healey, 2004; Getzel & Thoma, 2008). Using a
qualitative design, this study explores the contributions of self-advocacy and motivation
to the experiences of higher education students with physical disabilities. The purpose of
this study was to explore the self-reported impacts of self-advocacy and motivation on
the experiences of students with physical disabilities in higher education. In higher
education and, in addition, to explore the sources of these students’ motivations, the
source of their advocacy, and the connection or the lack of connection between the two.
In this study, 11 higher education students with physical disabilities were interviewed.
The themes that were identified impacted how self-advocacy and motivation skills
influence each other and the overall college experience. The findings from the study
indicate self-advocacy and motivation exist together. Participants in this study
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understood their functional limitations and needs, knew how to self-identify and
advocate, sought appropriate assistance, built support networks, and participated in
preparation programs and social engagement. They also actively communicated with
professors beyond an initial introduction at the beginning of the semester and had no
problems communicating issues with disability services staff. Further, participants
shared their motivations, both intrinsic and extrinsic, which further reflect their ability to
advocate for themselves and others. Gaining an understanding of how motivation and
self-advocacy skills affect the college experience for students with disabilities can help
this group and others move toward establishing academic and social independence and
college success.

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ACKNOWLEDGMENTS
I am thankful for the guidance, patience, and support provided by my mentor and
dissertation chair, Dr. Lilian H. Hill throughout this process. I am also thankful for the
support offered by Dr. Georgianna Martin, Dr. Eric Platt, and Dr. Kyna Shelley, who
served as committee members throughout this dissertation project. Additionally, I am
thankful for the efforts of the staff at the participating higher education institutions
disability offices and the Institutional Review Board for their professional efforts
throughout the project. Finally, I offer thanks to the students with disabilities who took
the time to share their experiences with me. Their experiences encouraged and motivated
me and I hope others are encouraged and motivated as well.

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DEDICATION
I thank God for giving me the opportunity and desire to pursue higher education
and for putting individuals, such as family, friends, and mentors, in my life to support and
encourage me throughout my higher education journey. I would like to dedicate this
study to my grandmother, Doris Thomas, and my mother Angela Screen. My
grandmother has consistently told me that she is living her life through me because I am
doing the things she wanted to do, but never got the opportunity. However, her faith and
many triumphs against the odds have encouraged and motivated me. Her life has been a
true testament of perseverance, strength, faith, and the power of God. My mother is my
angel here on Earth. She always prays for me and believes in me. She is my biggest
supporter, confidant, and friend. My grandmother and mother are both reminders not to
give up.
My family is important to me and I dedicate this study to them as well. I am
blessed to have a natural father and a stepfather in my life to support and encourage me
through life’s difficult moments through love and discipline. To my father, Curtis Scott,
thank you for letting nothing or no one stop you from communicating and displaying
your unyielding love for me. You took me on the campus of Florida A&M University
before the start of my freshman year and introduced me to administrators and faculty
alike who served as mentors and resources to me. The positive connections that you
established with those individuals showed me how having a good attitude and faith in
God can open doors and take me far. You are my singing partner and first music teacher.
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Research has always supported the importance of a father figure in the home and
my stepfather, Lee Screen, filled this role. Thank you for the life lessons you taught me
that prepared me for many situations. Today, still when handling an issue, I can call you
for the answer or say to myself, “What would Lee do?” I often consider the path my life
would have taken had you not come into it. You always pushed me to be the best making
sure I studied whether I had homework or not, and even when you said “No” it was in my
best interest to protect me from poor choices and bad decision. You are not birth father
and stepfather, but equally dad. I am blessed to have my maternal grandparents in my
life, David and Doris Thomas. Although, I did not know my parental grandparents I am
often reminded I have many of my grandmother’s gifts and talents. I am also thankful for
awesome brothers. Elboya Thomas, Scott Screen, and Shawn Screen who are my
protectors and great examples of fathers and men.

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TABLE OF CONTENTS
ABSTRACT ........................................................................................................................ ii
ACKNOWLEDGMENTS ................................................................................................. iv
DEDICATION .................................................................................................................... v
LIST OF TABLES ............................................................................................................. xi
CHAPTER I - INTRODUCTION ...................................................................................... 1
Background ..................................................................................................................... 1
Statement of the Problem ................................................................................................ 5
Purpose Statement ........................................................................................................... 6
Justification ..................................................................................................................... 6
Definitions of Terms ....................................................................................................... 7
Assumptions .................................................................................................................... 8
Limitations ...................................................................................................................... 8
Delimitations ................................................................................................................... 9
CHAPTER II – REVIEW OF RELATED LITERATURE .............................................. 10
Overview ....................................................................................................................... 10
Disability Laws ............................................................................................................. 11
Section 504 of the Rehabilitation Act of 1973 (Rehabilitation Act) ........................ 12
1990 Americans with Disabilities Act and 2008 ADA Amendments Act................ 14
Individuals with Disabilities Education Act of 2004 ................................................ 15
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Family Education Rights and Privacy Act (FERPA) ................................................ 16
Self-Advocacy............................................................................................................... 19
Student’s Role ........................................................................................................... 21
Institution’s Role ....................................................................................................... 24
Theoretical Foundations................................................................................................ 26
Theory of Student Involvement ................................................................................ 26
Theory of Student Development ............................................................................... 27
Self-Determination Theory (SDT) ............................................................................ 31
Competence, autonomy, and relatedness .............................................................. 31
Autonomous motivation........................................................................................ 33
MUSIC Model of Achievement Motivation ............................................................. 35
Summary ....................................................................................................................... 38
CHAPTER III - METHODOLOGY ................................................................................. 40
Overview ....................................................................................................................... 40
The Role of the Researcher ........................................................................................... 40
Method .......................................................................................................................... 42
Participants .................................................................................................................... 45
Procedure ...................................................................................................................... 46
Data Analysis ................................................................................................................ 47
CHAPTER IV - DESCRIPTION OF THE PARTICIPANTS AND FINDINGS ............ 49
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