Family social support for college students with disabilities

IF 1.7 3区社会学 Q2 FAMILY STUDIES

Family Relations Pub Date : 2024-08-07 DOI:10.1111/fare.13077

Meada Daly-Cano, Brandis L. Ruise, Adam Moore, Annemarie Vaccaro, Barbara M. Newman, Philip R. Newman

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引用次数: 0

Abstract

Objective

The purpose of this work was to provide insight into the complex processes through which families support their children with disabilities as they move into and through college.

Background

Students with disabilities, like all traditional-age college students, must adapt to increased levels of freedom, opportunities for autonomous decision-making, and expectations of self-directed behavior. However, students continue to need social support as they adapt to the new demands of college environments and to changing postsecondary contexts where family roles are more limited.

Method

Constructivist grounded theory methods were used to examine the qualitative narratives from a study of 59 college students with disabilities in the United States. Using grounded theory constant comparative analysis (Charmaz, 2014), emergent themes related to perceived family support surfaced.

Results

Students described familial support in ways that expanded on the common types of family support documented in prior literature. Findings are organized into five sections with examples of the following: instrumental support, informational support, emotional support, support by resilience modeling, and support by reframing disability.

Conclusion

Findings suggest that students with disabilities experience various types of family support during college.

Implications

Policy-informed implications for families and educators are discussed. Recommendations are made for parents and college educators about recognizing the variety of types of familial support to foster effective support for youth with disabilities as they transition away from home and into college.

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残疾大学生的家庭社会支持

目的这项工作的目的是让人们了解在残疾儿童进入大学和完成大学学业的过程中，家庭为其提供支持的复杂过程。背景残疾学生与所有传统年龄段的大学生一样，必须适应更高水平的自由度、自主决策的机会以及对自主行为的期望。然而，在适应大学环境的新要求以及家庭角色更加有限的中学后环境变化时，学生仍然需要社会支持。研究方法采用建构主义基础理论方法，对美国 59 名残疾大学生的定性叙述进行研究。利用基础理论不断比较分析法（Charmaz，2014 年），浮现出与感知到的家庭支持有关的新主题。结果学生们描述家庭支持的方式扩展了以往文献中记载的常见家庭支持类型。研究结果分为五个部分，分别举例说明：工具性支持、信息性支持、情感性支持、抗逆力模型支持和重塑残疾支持。结论研究结果表明，残疾学生在大学期间经历了各种类型的家庭支持。影响讨论了政策对家庭和教育工作者的影响。建议家长和大学教育工作者认识到各种类型的家庭支持，以便在残疾青少年离开家庭进入大学时为他们提供有效的支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Family Relations Multiple-

CiteScore

3.40

自引率

13.60%

发文量

164

期刊介绍： A premier, applied journal of family studies, Family Relations is mandatory reading for family scholars and all professionals who work with families, including: family practitioners, educators, marriage and family therapists, researchers, and social policy specialists. The journal"s content emphasizes family research with implications for intervention, education, and public policy, always publishing original, innovative and interdisciplinary works with specific recommendations for practice.