This dissertation format includes three articles that each address a unique aspect of the current barriers to access that individuals with disabilities with intersectional identities experience in their academic and career paths to attainment of a doctoral degree. The first article contains an analysis of data drawn from the High School Longitudinal Study of 2009 (HSLS:09). This analysis revealed that youth with disabilities who were also economically disadvantaged participated in Science, Technology, Engineering, and Math (STEM) classes in high school in significantly lower numbers than their peers who did not have disabilities and were not economically disadvantaged and in significantly lower numbers than their peers who did have disabilities, but were not economically disadvantaged. Many of these students from low socio-economic status (SES) families also have subordinate group identities (United States Department of Education [USDOE], 2014). These students who have disabilities and are economically disadvantaged are less likely to pursue graduate education which requires the completion of research methodology coursework. The second article is a qualitative study of the experiences of doctoral degree program graduates who have disabilities and belong to other subordinate groups. The barriers to inclusion and their successes in completing research methodology coursework is discussed. The last article in this dissertation explores Universal Design in Instruction and Learning (UDIL) techniques that can improve access in research methodology coursework at the graduate level for students with disabilities and/or those with diverse learning styles.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/626358 |
| Date | January 2017 |
| Creators | Peterson, Sonia Lynne, Peterson, Sonia Lynne |
| Contributors | Shaw, Linda, Shaw, Linda, Kraus, Amanda, Kroeger, Sue, Johnson, Philip |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| 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. |
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