Abstract

This article presents findings and a model from a constructivist grounded theory study about purpose development for college students with disabilities. The 59 participants, drawn from 4 different higher education institutions, self-identified as having 1 or more of a variety of disabilities. Students engaged in imagination, exploration, and integration as part of the developmental process of developing a sense of purpose. Important social contexts and intersecting social identities also influenced the narrative of self that students created regarding their purpose.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 37-54
Launched on MUSE
2018-01-20
Open Access
No
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