The Negative Impact of Racial Microaggressions on College Students of Color

Mapping Intimacies ◽

10.4018/978-1-7998-8532-0.ch010 ◽

2022 ◽

pp. 157-169

Author(s):

Angela M. Powell

Keyword(s):

College Students ◽

Students With Disabilities ◽

Students Of Color ◽

Negative Impact ◽

Racial Microaggressions ◽

College Campuses ◽

Adverse Impact ◽

Mental Disabilities ◽

College Students With Disabilities ◽

The Impact

The goal of this chapter is to describe the adverse impact of racial microaggressions on college students, particularly as it pertains to their decreased self-esteem and academic achievement. It will also provide insight on specific forms of microaggressions and how they may be perceived by various targeted groups. Although this chapter focuses on the impact of microaggressions on college students of color, the adverse effects on college students with disabilities, LGBTQ students, and students with physical and mental disabilities are to be noted as equally detrimental. Finally, this chapter will include implications to deconstruct racial microaggressions and provide insight on how educators and administrators may disarm racial microaggressions in the classroom and on college campuses in general.

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Core Self-Evaluations as a Mediator Between Functional Disability and Life Satisfaction in College Students With Disabilities Majoring in Science and Technology

Rehabilitation Research Policy and Education ◽

10.1891/2168-6653.29.1.96 ◽

2015 ◽

Vol 29 (1) ◽

pp. 96-104 ◽

Cited By ~ 5

Author(s):

Susan Miller Smedema ◽

Joseph S. Pfaller ◽

Rana A. Yaghmaian ◽

Hayley Weaver ◽

Elizabeth da Silva Cardoso ◽

...

Keyword(s):

College Students ◽

Life Satisfaction ◽

Students With Disabilities ◽

Functional Disability ◽

Future Research ◽

College Students With Disabilities ◽

And Mathematics ◽

Quantitative Descriptive ◽

Core Self ◽

The Impact

Purpose: To examine the mediational effect of core self-evaluations (CSE) on the relationship between functional disability and life satisfaction.Methods: A quantitative descriptive design using multiple regression analysis. The participants were 97 college students with disabilities receiving services through Hunter College’s Minority-Disability Alliance (MIND Alliance) in science, technology, engineering, and mathematics.Results: CSE was a partial mediator between functional disability and life satisfaction. After controlling for CSE, functional disability was no longer a significant predictor of life satisfaction.Conclusions: CSE partially mediated the impact of functional disability on life satisfaction. Future research should explore the development of interventions to increase CSE to reduce the effect of disability and to improve life satisfaction and employment outcomes for individuals with disabilities.

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The Impact of Type D Personality Traits on the Career Readiness of College Students With and Without Disabilities

Rehabilitation Counseling Bulletin ◽

10.1177/0034355215610082 ◽

2016 ◽

Vol 60 (2) ◽

pp. 67-76

Author(s):

Jenna A. Reid Yates ◽

Alex W. K. Wong ◽

David R. Strauser ◽

Susann J. Heft Sears

Keyword(s):

College Students ◽

Students With Disabilities ◽

Type D Personality ◽

Career Readiness ◽

Rehabilitation Counselors ◽

Type D ◽

College Students With Disabilities ◽

Relationship Of ◽

The Impact ◽

The Relationship

The primary purpose of the study was to investigate the relationship of Type D personality and perceived career readiness in a group of college students with and without disabilities. The findings of the study revealed no significant differences in levels of career readiness and Type D personality across disability groups. Results also revealed that Type D traits did have a significant relationship with career readiness variables, and that this relationship is particularly significant for college students with disabilities. Results also indicated that for individuals with disabilities, both Type D traits (negative affect and social inhibition) have an effect on different dimensions of career readiness. Implications of the results are discussed within the context of rehabilitation counselors and professionals. Future directions for research are also offered.

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Baccalaureates or Burdens? Complicating "Reasonable Accommodations" for American College Students with Disabilities

Disability Studies Quarterly ◽

10.18061/dsq.v39i3.6557 ◽

2019 ◽

Vol 39 (3) ◽

Author(s):

Emily Krebs

Keyword(s):

Higher Education ◽

College Students ◽

Students With Disabilities ◽

College Campuses ◽

Disabled Students ◽

Higher Education System ◽

College Degrees ◽

American Higher Education ◽

Reasonable Accommodations ◽

College Students With Disabilities

This paper examines the controversy surrounding American college students' use of disability accommodations, a process many find unfair or undue, in two ways: (1) by critically unpacking the processes for obtaining accommodations to highlight intersectional issues of who has—or is barred from—access to such services; and (2) by using a rhetorical lens to analyze how the term "accommodation" influences perceptions of disabled students. By combining these processual and rhetorical approaches, this work uncovers significant issues regarding how university students with disabilities are treated on college campuses. Such research is important because disabled individuals are less than half as likely as their nondisabled peers to earn college degrees. Thus, despite ADA laws and pushes for inclusivity and diversity on college campuses, the American higher education system continues to fail a significant part of the nation's population.

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