Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Community College Leadership

Committee Director

Mitchell R. Williams

Committee Director

Kim E. Bullington

Committee Member

Dennis E. Gregory

Abstract

The advancement of policies and laws to support students with disabilities has increased the roles of students with disabilities in post-secondary institutions. There remains a significant disparity between the population of abled and disabled students and even a more significant disparity between Black and other students with disabilities on post-secondary campuses in the United States. Research has uncovered a fair amount of qualitative literature that speaks to the disparity between Black and other students with disabilities on post-secondary campuses with most of the qualitative literature from the perspective of the Black student with disabilities.

This study examined the perceptions of student services leaders regarding the experiences of Black students with disabilities in the Virginia Community College System (VCCS). Using a qualitative case study approach, I conducted interviews with nine student services professionals at two VCCS institutions and content analysis of the institution websites. The study was guided by three research questions exploring how leaders perceive these students' overall experiences, institutional barriers, and personal barriers.

Five key themes emerged from the data analysis: 1) Students are influenced by past and present experiences, 2) Students need to build rapport and cultural connections, 3) Faculty need greater awareness of disability situations, 4) Students struggle with self-advocacy, and 5) Students need feelings of belonging and acceptance.

My findings indicate that Black students with disabilities face compounded challenges related to their intersecting identities. They often arrive at the community college as first-generation college students who, in addition to having a disability, often have anxiety, low self-esteem, and negative past educational experiences. The goal of this study is to help college leaders provide a productive and academically rewarding experience.

Recommendations include enhancing faculty training, improving disability services websites, creating peer mentoring programs, and developing targeted outreach to this student population. This study contributes to the limited research on Black students with disabilities in community colleges and provides insights to help community college leaders better support their success.

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DOI

10.25777/32a6-4y47

ISBN

9798280751743

ORCID

0009-0006-5264-5611

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