The lived experiences of college students with a learning disability and/or attention deficit

196 Pages·2017·2.97 MB·English

Iowa State University Capstones, Teses and
Graduate Teses and Dissertations
Dissertations
2016
Te lived experiences of college students with a
learning disability and/or atention defcit
hyperactivity disorder
Sarah Jean Lux
Iowa State University
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Recommended Citation
Lux, Sarah Jean, "Te lived experiences of college students with a learning disability and/or atention defcit hyperactivity disorder"
(2016). Graduate Teses and Dissertations. 15033.
htps://lib.dr.iastate.edu/etd/15033
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The lived experiences of college students with a learning disability and/or attention
deficit hyperactivity disorder

by

Sarah Jean Lux

A dissertation submitted to the graduate faculty

in partial fulfillment of the requirements for the degree of

DOCTOR OF PHILOSOPHY

Major: Education (Educational Leadership)

Program of Study Committee:
Larry H. Ebbers, Major Professor
Linda Hagedorn
Carol A. Heaverlo
Robert D. Reason
Carl R. Smith

Iowa State University

Ames, Iowa

2016

Copyright © Sarah Jean Lux, 2016. All rights reserved.
ii

DEDICATION

This dissertation is dedicated to the students who participated in this study. Special
dedication is for Meeka and her twin boys, one of whom watches over her from heaven while
the other is with her here on earth. I would also like to dedicate this dissertation to my son,
Rowan Daniel, who was born while I was in the process of writing it. His sweet voice was
the biggest motivator for me to see it through to the end.
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TABLE OF CONTENTS

Page
TABLE OF CONTENTS ......................................................................................................... iii
LIST OF TABLES .....................................................................................................................v
ACKNOWLEDGMENTS ....................................................................................................... vi
ABSTRACT ........................................................................................................................... viii
CHAPTER 1. INTRODUCTION ............................................................................................ 1
Statement of Problem .................................................................................................... 5
Purpose of Study ........................................................................................................... 7
Theoretical Framework ................................................................................................. 8
Significance of Study .................................................................................................. 10
Definition of Terms..................................................................................................... 10
Overview of Study ...................................................................................................... 14

CHAPTER 2. LITERATURE REVIEW................................................................................ 15
Disability Policy and Legislation in Higher Education .............................................. 15
Disability Policy at the Institutional Level ................................................................. 18
Disability Conceptual Frameworks............................................................................. 23
Learning Disabilities and Attention Deficit Hyperactivity Disorder .......................... 26
The Experiences of College Students with LD or ADHD .......................................... 35
Summary ..................................................................................................................... 43

CHAPTER 3. METHODOLOGY ......................................................................................... 44
Research Framework .................................................................................................. 45
Ecology of Human Development................................................................................ 49
Site Selection .............................................................................................................. 53
Participant Selection ................................................................................................... 54
Data Collection ........................................................................................................... 56
Data Analysis .............................................................................................................. 61
Trustworthiness and Criteria for Goodness ................................................................ 67
Delimitations and Limitations ..................................................................................... 70
Summary ..................................................................................................................... 72

CHAPTER 4. THE STUDY PARTICIPANTS ...................................................................... 73
Adam ........................................................................................................................... 74
Anna ............................................................................................................................ 76
Bill............................................................................................................................... 77
Bri ............................................................................................................................... 79
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Heather ........................................................................................................................ 81
Margaret ...................................................................................................................... 82
Marvin ......................................................................................................................... 83
Meeka .......................................................................................................................... 85
Summary ..................................................................................................................... 87

CHAPTER 5. STUDY FINDINGS ....................................................................................... 88
Knowledge Construction of Disability ....................................................................... 89
Self-Assessment through Observation and Comparison........................................... 103
Identifying Allies and Resources .............................................................................. 118
Moving Toward Increased Learner Autonomy......................................................... 132
Summary ................................................................................................................... 146

CHAPTER 6. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS ............. 149
The Educational Experiences of College Students with LD or ADHD .................... 149
Formative Experiences in Their Development as Learners ...................................... 151
The Role of Disability ............................................................................................... 156
Implications and Recommendations ......................................................................... 161
Summary ................................................................................................................... 166

REFERENCES ......................................................................................................................167
APPENDIX A. RESEARCHER POSITIONALITY STATEMENT ....................................176
APPENDIX B. IRB APPROVAL .........................................................................................179
APPENDIX C. LETTER TO DSO REPRESENTATIVE ....................................................180
APPENDIX D. RECRUITMENT FLYER AND STUDY SYNOPSIS ................................181
APPENDIX E. PRE-INTERVIEW QUESTIONNAIRE ......................................................182
APPENDIX F. INFORMED CONSENT..............................................................................184
APPENDIX G. CODEBOOK ...............................................................................................187
v

LIST OF TABLES

Demographics of Disabled and Nondisabled College Students ................................................3
Institutional Characteristics for Undergraduate Programs .......................................................54
Student Demographics by Institution.......................................................................................55
Research Question Matrix for First Interview .........................................................................59
Research Question Matrix for Second Interview .....................................................................60
Research Question Matrix for Third Interview ........................................................................61
Data Analysis Process Summary .............................................................................................63
Study Participant Summary .....................................................................................................73
vi

ACKNOWLEDGMENTS

First and foremost, I would like to thank the eight students who participated in this
study. Each of them shared their experiences, stories, hopes, fears, and goals. They are
incredibly motivated, talented, and insightful adults. I thoroughly enjoyed my time with each
of them and wish them the best with their personal, educational, and professional goals.
I would also like to thank the faculty and students with whom I had the pleasure of
taking classes for my doctoral coursework. Faculty provided engaging and challenging
experiences in which I felt as though we were truly “partners in learning.” As we progressed
through the program, my cohort and I experienced many of life’s ups and downs. I am
forever grateful to Chris, Wes, Elena, Shanna, Freddy, David, Deb, Michael, Tammy, and
Joan for their friendship, support, and unconditional acceptance.
While in the process of completing my doctoral coursework and dissertation, I
worked full-time as an assistant director for the Health Care Ethics graduate program at
Creighton University. I could not have asked for a more supportive and intellectually
engaging atmosphere in which to work while pursuing my degree. My supervisor and
colleagues offered an environment that truly encouraged collegiality, scholarship, critical
thinking, and social justice. Special thanks to my supervisor Amy Haddad who encouraged a
work-life balance and to Helen Chapple who served as an anthropological sounding board as
I wrote my dissertation.
While pursuing my doctorate, I experienced several life changes along the way, some
of which were quite significant. I would like to thank my family for their unconditional
support through everything. I am especially grateful to my partner, Richard, who has
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selflessly offered his time, help, and humor when I needed a break or was feeling
overwhelmed. I would also like to acknowledge the educational journey of my brother,
David. My recollection of his experiences as a child provided additional context for me.
Finally, I would like to thank the members of my dissertation committee whose
feedback and perspective helped me to refine my research. My appreciation is extended to
Linda Hagedorn, Carol Heaverlo, Robert Reason, and Carl Smith for their time, expertise,
and helpful insights. Extra special appreciation is extended to my committee chair, Larry
Ebbers, who has been a wonderful mentor throughout my entire journey. I have been
extremely fortunate to have Dr. Ebbers as my chair and cannot thank him enough for all that
he has done for me, professionally and personally, as a higher education professional and a
doctoral student.
viii

ABSTRACT

The body of research concerning college students with disabilities is sparse relative to
the percentage of disabled college students who attend college. Further, the majority of
existing research fails to capture the student voice and the lived experiences of the students
themselves. This dissertation explores the experiences of college students with learning
disabilities (LD) or attention deficit hyperactivity disorder (ADHD), examines the
experiences that are particularly formative in their development and self-awareness as
learners, and considers the role of disability in how the students think of themselves as
learners. Using a qualitative, phenomenological research framework, this study uses in-depth
individual interviews to collect data from participants at multiple postsecondary institutions
in the Midwest. Interviews were recorded, transcribed, and thematically analyzed. Four
themes emerged as central to their experiences as college students: a) constructing and
reframing knowledge about their disability, b) self-assessment through observation and
comparing themselves to others, c) identifying allies and resources, and d) moving toward
increased learner autonomy. This study provides numerous opportunities for future research
related to the topic and findings. The findings from this study may also provide context and
insights for both secondary and postsecondary institutions and parents or families of students
with disabilities as well as the students themselves.
1

CHAPTER 1. INTRODUCTION
There is little doubt that accessible postsecondary education is a benefit to individuals
and society, as a whole. For individuals, a college education can mean a greater likelihood of
higher earnings, consistent employment, and an overall higher quality of life. Trends in wage
earnings and employment over the past several decades indicate a consistent advantage for
those with at least a Bachelor’s degree compared to those with only a high school diploma or
equivalent. In 1980, adults with a high school education or less “earned 72 percent of what
college graduates earned, but in 2007 earned only 43% of that amount” (McMahon, 2009, p.
76). This discrepancy in earnings is not only a longstanding trend, but one that indicates the
earnings gap is widening. Further, National Center for Education Statistics (NCES) data
show a clear trend that individuals who earn a bachelor’s degree or have at least some college
education are less likely to be unemployed. Seventy-three percent of 25-34 year-olds with a
baccalaureate degree or higher reported being employed full-time throughout the year,
however, only 60 percent of their peers with only a high school diploma or equivalent
reported full-time employment (Kena et al., 2014). When it comes to positive life outcomes
and the well-being of society, numerous studies suggest that a college education is correlated
with “better own-health as measured by health status, greater longevity, better-educated and
healthier children, smaller families with less poverty, increased probability of having a
college-educated spouse, and greater happiness” (McMahon, 2009, p. 119). Finally, when
considering the impact on society, as a whole, a college educated workforce can have a
positive impact on the job market, boost overall earnings, address skill deficits in specific
labor markets, and provide social benefits as “public goods” (McMahon, 2009).