Disability and the First-Year Experience

A CritQuant Examination of Support and Belonging

Dados Bibliográficos

ID17817541
AutoresKevin Wenger (Indiana University Bloomington, autor correspondente), Kevin J Wenger (0000-0003-2509-638X, Indiana University Bloomington)
Ano2026
Volume63
Fascículo2
Páginas245-259
Data de publicação2026-01-22
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Student Affairs Research and Practice (JOURNAL)
Identificadores do periódicoISSN: 1949-6605 • E-ISSN: 1949-6591
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/19496591.2025.2592748
OpenAlexW7125416769
IdiomaEN
Referências citadas30

This critical quantitative study investigates support and belonging in the first-year experience for disabled students in higher education. Utilizing NSSE data, this study focuses on academic and social dimensions of the first-year experience for disabled students, finding positive associations between mental health, peer relationships, faculty interactions, campus support, and belonging, while harassment and discrimination undermine them. Findings underscore the need for multidimensional approaches to foster support on campus for disabled students entering college.

Ethnic group · Higher education · Qualitative research · Semi-structured interview · Social support · Disability Education and Employment · Higher Education Practises and Engagement · Inclusion and Disability in Education and Sport