Students With Disabilities at 2-Year Institutions in the United States

Mamiseishvili, Ketevan; Koch, Lynn C.

doi:10.1177/0091552112456281

Cited by 41 publications

(58 citation statements)

References 31 publications

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“…Future research. Younger age was related to two components of intention to graduate among students, a finding consistent with some studies Mamiseishvili and Koch, 2012) but not others (O'Neill, et al, 2012). The literature suggests that some students wait before starting postsecondary studies, and it is these students' older age that is related to drop-out (Mamiseishvili and Koch, 2011).…”

Section: When Do Students Drop-outsupporting

confidence: 86%

“…For example, Mamiseishvili and Koch (2012) showed that almost 51% of students with disabilities in two-year institutions had left their studies by the end of their third year. On the other hand, O 'Neill, Markward, and French (2012) found that of those no longer enrolled, 74% of university students with disabilities had graduated.…”

Section: Persistence and Drop-out Among Postsecondary Students With Dmentioning

confidence: 99%

“…This is common in studies of students with disabilities, possibly because these students often enter postsecondary studies later (Mamiseishvili and Koch, 2012) and stay longer (Jorgensen, et al, 2005). For example, the mean age of students in O'Neill et al's (2012) recent study was 26 with a range of Theory of Planned Behavior: Graduation and Disabilities 13 17 to 67.…”

Section: Sample Characteristicsmentioning

confidence: 99%

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How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

et al. 2014

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The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and developed a prediction model. We tested this model in a retrospective study using an independent sample of actual graduates (n = 133) and premature leavers (n = 39). Results show that the best predictors of academic persistence and dropout are the three Theory of Planned Behavior scales. These predicted 25% of the variance in intention to graduate and correctly classified 83% of participants who were no longer in school (86% of graduates and 74% of premature leavers). Path analysis showed linkages between demographic, academic performance, personality, self-efficacy, and college experience measures and the three Theory of Planned Behavior predictors. Key reasons for dropping out were: disability, health, finances, career direction uncertainty, inadequate disability accommodations, and lack of interest/motivation. A one-page questionnaire based on the Theory of Planned Behavior (i.e., Attitude, Subjective Norms, Perceived Behavioral Control) can add to the literature on predictors of intention to graduate, graduation and drop-out among college and university students with disabilities; this is enclosed in the Appendix.

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Section: When Do Students Drop-outsupporting

confidence: 86%

Section: Persistence and Drop-out Among Postsecondary Students With Dmentioning

confidence: 99%

Section: Sample Characteristicsmentioning

confidence: 99%

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How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

et al. 2014

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“…This lack of preparedness may cultivate a lack of self-confidence in students with a visual impairment, hindering their ability to adapt academically and psychosocially to college (Eckes & Ochoa, 2005;Gartin et al, 1996;Reed & Curtis, 2011;. As personalemotional adjustment is positively related to persistence at college (Kim et al, 2007;Mamiseishvili & Koch, 2012), staff at high schools should provide psychosocial support and services for students with a visual impairment before they move to higher education. This could be done by, for example, providing assertiveness training, courses to develop skills for coping with stress and depression, interaction skills, and skills in physical communication.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Korean Students with Impaired Vision About Preparation for College in High School

Kim¹,

Kim²

2015

soc behav pers

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Our purpose in this study was to examine the extent to which students with a visual impairment perceived preparation for college in high school as being important, how well they felt they had been prepared for the transition to college in high school, and the level of their satisfaction with these transition education support facilities and services. Analysis of survey responses from 34 students with impaired vision indicated that these students believed that the support and services they received at high school were important in easing their transition to college but that these services/support left them unprepared for the transition to college. In addition, they felt dissatisfied with the transition education support and services provided before going to college.

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“…Several of these studies have demonstrated that, academic and social integration positively influence student learning, development, and likelihood of persistence (e.g., Boutin, 2008;Getzel, 2009 Mamiseishvili and Koch (2011) observed that in a national sample of college students with disabilities, on-campus living, full-time enrollment, degree expectations, first-year GPA, and net price of attendance predicted first-to-second-year persistence. In a related study, Mamiseishvili and Koch (2012) used the BPS:04/06 data set to examine factors related to both first-to-second and three-year cumulative persistence for students with disabilities enrolled at two-year postsecondary institutions. Their rationale for focusing exclusively on two-year institutional enrollment was that these institutions are often the entry point into higher education for students with disabilities.…”

Section: Research On Persistencementioning

confidence: 99%

Persistence to degree completion: A profile of students with psychiatric disabilities in higher education

Koch

Mamiseishvili

Higgins

2014

Journal of Vocational Rehabilitation

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Accumulating evidence indicates that although the enrollment of students with psychiatric disabilities in U.S. postsecondary institutions is on the rise, these students are not persisting to degree completion at the same rate as their peers without psychiatric disabilities. However, a national investigation of the persistence rates and characteristics of students with disabilities has yet to be conducted. This research study summarizes descriptive data from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09) data set on the characteristics and persistence rates of students with psychiatric disabilities (N = 350) enrolled in U.S. postsecondary institutions. The first-to-second year persistence rate of these students was 76.6% while the three year cumulative persistence and persistence to degree completion rates were 61% and 54.7%, respectively. The demographic and background characteristics of the participants resembled those of typical at-risk students in postsecondary education. Although their academic and social integration into their institutions was limited, chi-square analyses did reveal a significant association between first-to-second year persistence and how often students met with their academic advisors in their first year. These analyses also demonstrated a significant relationship between first-to-second year persistence and all three social integration variables examined in the study.

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Students With Disabilities at 2-Year Institutions in the United States

Cited by 41 publications

References 31 publications

How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

Perceptions of Korean Students with Impaired Vision About Preparation for College in High School

Persistence to degree completion: A profile of students with psychiatric disabilities in higher education

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