College-choice factors of first-generation students with disabilities

Abstract

College-choice research typically analyzed students based on a single perspective of their identity rather than from an intersecting perspective. However, such research fails to account for the experience of people with intersecting identities determining their college options. This study explores (a) the factors that contributed to the college-choice decisions of first-generation students with disabilities (FGSWDs) and (b) how FGSWDs believed their first-generation and disability identities contribute to their college decisions. Through the use of semi-structured interviews, six participants were interviewed. Participants were those who experienced physical and mental limitations that significantly impacted at least one major life activity, who were the first in their family to pursue a higher education degree, and who had been first-year college students within the past ten years. The results of the study showed FGSWDs intend to go to college, seek independence, and have disability- and financial-related concerns about college. Their identities influence their college choice based on feeling worthy of attending college, preserving pride and asking for help, and considerations about the community that they could join.