Document Type

Article

Journal/Book Title/Conference

Journal of College Student Development

Volume

58

Issue

2

Publisher

Johns Hopkins University Press

Publication Date

3-2017

First Page

215

Last Page

228

DOI

10.1353/csd.2017.0016

Abstract

A significant body of research on student retention reflects that social and environmental factors influence continued enrollment in post-secondary education and academic success. Yet, for students with disabilities, more emphasis is placed on accommodations, access, and support services without sufficient attention to the social aspect of the student experience. In this study, we investigated belonging as a primary contributor to student satisfaction and examined the degree to which other social factors modified this relationship among a sample of students with disabilities attending public, 4-year universities. A higher sense of belonging was associated with greater student satisfaction in our sample. Through multiple mediation modeling, we found that self-advocacy and perception of the campus climate toward students with disabilities independently modified the relationship between belonging and student satisfaction. These results have important implications for understanding the influence of belonging and student satisfaction, and supporting and retaining students with disabilities.

Comments

https://muse.jhu.edu/article/650715

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