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    At the Intersection of Class and Disability: The Impact of Forms of Capital on College Access and Success for Students with Learning Disabilities

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    Author
    Haeger, Heather Anne
    Issue Date
    2011
    Keywords
    College Access
    Cultural Capital
    Habitus
    Learning Disability
    Persistence
    Social Capital
    Advisor
    Rios-Aguilar, Cecilia
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This research addresses how socioeconomic status impacts the ways that students with learning disabilities and their families interact with the school system and the consequences of these interactions. This will inform policy on special education, and college level services and accommodations for students with learning disabilities. In addition to exploring general patterns of college attendance for students with learning disabilities, this research will include an analysis of what factors best predict college attendance and persistence for students with learning disabilities. Specifically, the forms of capital framework including economic, social, and cultural capital along with habitus are used to understand issues of access and success in college. The primary findings of this study include a) the intersection of socioeconomic status and disability create an extreme form of stratification in college attendance for students with learning disabilities, b) each form of capital is significantly related to college attendance, c) measures of habitus are some of the strongest predictors of college attendance, d) forms of capital best predict college attendance at four-year colleges and universities and are less predictive for other forms of post-secondary education, and e) current models of college persistence may not be accurate for this population of students.
    Type
    Electronic Dissertation
    text
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Higher Education
    Degree Grantor
    University of Arizona
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