College Students and Learning Disability: Elements of Self-Style

Troiano, Peter F.

doi:10.1353/csd.2003.0033

Cited by 38 publications

(29 citation statements)

References 7 publications

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“…A growing number of studies are employing grounded theory methodology as a means of understanding identity, in the context of the college environment (Jones, 1997;Jones & McEwen, 2000;Komives, Owen, Longerbeam, Mainella, & Osteen, 2005;Stevens, 2004;Torres, 2003;Troiano, 2003).…”

Section: Methodsmentioning

confidence: 99%

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

Edwards¹,

Jones²

2009

csd

113

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The purpose of this grounded theory study was to explore the process of college men's gender identity development. Conducted from a social constructivist epistemological paradigm, through a social justice theoretical lens, and using a constructivist grounded theory methodology, the following research questions guided this study: (a) how do college men come to understand themselves as men; (b) how does this understanding of what it means to be a man change over time, if at all; and (c) what are the critical influences on this process? Three interviews with 10 college men from a large East Coast university were conducted.The theory that emerged from this study is grounded in the participants' experiences and depicts gender identity as developed through constant interaction with society's expectations of them as men. In order to try to meet these expectations and be seen as men, participants described putting on a performance that was like wearing a mask or "putting my man face on." This process included learning societal expectations of them as men, as well as specific cultural group expectations. The men in this study were all aware that they did not neatly fit behind the mask, either as a result of personal characteristics or social identities. Their resulting insecurities led them to wearing the mask both consciously and unconsciously so that they would be seen as men by society.Wearing the mask had consequences for the women in their lives, their relationships with other men, and themselves as they were also denying or masking their true selves.Although none of the men in this study had been able to completely take off the mask, they were able to identify critical influences in their lives that had helped each of them begin to remove the mask in certain circumstances and begin moving towards being their own man. This theory of college men's gender identity development has implications relevant to theory development, research, student affairs practice, and social justice.

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Section: Methodsmentioning

confidence: 99%

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

Edwards¹,

Jones²

2009

csd

113

View full text Add to dashboard Cite

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“…The limited literature about the collegiate experiences of students with disabilities reveals conflicting findings about relationships with educators (Adams & Proctor, 2010;Ashby & Causton-Theoharis, 2012;Barnard-Brak, Lechtenberger, & Lan, 2010;Megivern, Pellerito, & Mowbray, 2003;Olney & Brockelman, 2003;Troiano, 2003). Two studies suggest that students with disabilities have difficulty developing positive relationships with, and/or obtaining necessary supports from faculty (Barnard-Brak et al, 2010;Olney & Brockelman, 2003), while another found almost exclusively positive relationships between faculty and students with disabilities (Troiano, 2003).…”

Section: Journal Of College Student Developmentmentioning

confidence: 99%

“…Two studies suggest that students with disabilities have difficulty developing positive relationships with, and/or obtaining necessary supports from faculty (Barnard-Brak et al, 2010;Olney & Brockelman, 2003), while another found almost exclusively positive relationships between faculty and students with disabilities (Troiano, 2003). Literature regarding peer relationships is less divided and less positive.…”

Section: Journal Of College Student Developmentmentioning

confidence: 99%

“…In the postsecondary realm, a sense of belonging has been associated with academic motivation, success, and persistence (Freeman, Anderman, & Jensen, 2007;Hausmann, Schofield, & Woods, 2007;Hoffman, Richmond, Morrow, & Salomone, 2002/2003. Many scholars argue that developing a sense of belonging is an especially necessary, but challenging, endeavor for students from historically marginalized social identity groups (Hurtado & Carter, 1997;Maestas, Vaquera, & Zehr, 2007;Strayhorn, 2012).…”

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confidence: 99%

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A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

Vaccaro¹,

Daly-Cano²,

Newman³

2015

csd

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Higher education research suggests that the development of a sense of belonging is key to academic success and persistence, yet we know little about how first-year students with disabilities develop a sense of belonging as they transition into and through their first year in postsecondary environments. Themes from a grounded theory study of 8 college students, most of whom had invisible disabilities, provided the foundation for an emerging model of belonging. Student narratives suggest there are interconnections between the development of a sense of belonging, self-advocacy, social relationships, and mastery of the student role for first-year students with disabilities.

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“…College counselors may also serve as consultants for faculty, staff, coaches, parents, community and student organizations from athletics to Greek organizations (Foubert & Newberry, 2006;Much, Wagener, & Hellenbrand, 2010) as well as advocates for underrepresented student populations (Zubernis & Snyder, 2007) and those managing disabilities (Corrigan, 1998;Troiano, 2003).…”

Section: Counselor Preparation Is Indispensable Counseling Services Amentioning

confidence: 99%

The Perceived Value of Counselor Preparation for Student Affairs Professionals

Protivnak¹,

Paylo²,

Mercer³

2013

JCPS

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Student affairs programs share a common goal of developing master's level professionals for employment in higher education. Approximately one-third of student affairs training programs are counseling-based and half of those programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). However, there is a lack of literature regarding the preparation of student affairs professionals trained in counseling programs and the importance of counselor training to the student affairs profession. Based upon a review of the Council for the Advancement of Standards in Higher Education Professional Standards, CACREP standards, and other related research, this article will discuss the perceived value of counselor preparation to the functional areas within student affairs and categorize the specific student affairs functional areas based upon the perceived value of counselor training. Student affairs programs share a common goal of developing master's level professionals for employment in higher education. Approximately one-third of student affairs training programs are counseling-based and half of those programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). However, there is a lack of literature regarding the preparation of student affairs professionals trained in counseling programs and the importance of counselor training to the student affairs profession. Based upon a review of the Council for the Advancement of Standards in Higher Education Professional Standards, CACREP standards, and other related research, this article will discuss the perceived value of counselor preparation to the functional areas within student affairs and categorize the specific student affairs functional areas based upon the perceived value of counselor training.

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College Students and Learning Disability: Elements of Self-Style

Cited by 38 publications

References 7 publications

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development

A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

The Perceived Value of Counselor Preparation for Student Affairs Professionals

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