Narrating the self: A grounded theory model of emerging purpose for college students with disabilities

Document Type

Article

Date of Original Version

1-1-2018

Abstract

This article presents findings and a model from a constructivist grounded theory study about purpose development for college students with disabilities. The 59 participants, drawn from 4 different higher education institutions, self-identified as having 1 or more of a variety of disabilities. Students engaged in imagination, exploration, and integration as part of the developmental process of developing a sense of purpose. Important social contexts and intersecting social identities also influenced the narrative of self that students created regarding their purpose.

Publication Title, e.g., Journal

Journal of College Student Development

Volume

59

Issue

1

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