From being bullied to being accepted: The lived experiences of a student with Asperger's enrolled in a Christian university
Thirteen participants from two private universities located in the western region of the United States shared their lived experiences of being a college student who does not request accommodations. In one's educational pursuit, bullying is often experienced. While the rates of bullying have inc...
| Published in: | International journal of Christianity & education |
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| Subtitles: | Christianity, Education and Disability |
| Main Author: | |
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage
[2015]
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| In: |
International journal of Christianity & education
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| IxTheo Classification: | FB Theological education NBE Anthropology RF Christian education; catechetics |
| Further subjects: | B
Bullying
B Disability B Asperger's B Christian university |
| Online Access: |
Volltext (doi) |
| Summary: | Thirteen participants from two private universities located in the western region of the United States shared their lived experiences of being a college student who does not request accommodations. In one's educational pursuit, bullying is often experienced. While the rates of bullying have increased, students with disabilities are more likely to be bullied. This article chronicles key incidents through the educational journey of a college student with Asperger's syndrome enrolled in a Christian university. Incidents of bullying, aggression, retaliation, and forgiveness underlie this article. Recursive analysis was used to analyze qualitative data from semi-structured interviews. Initial codes were combined to create interconnected families of codes. A second level of analysis resulted in seven spaces in which participants describe their lived experiences. Findings suggest participants experience various tensions, ranging from incompatible options to competing perspectives, as they negotiate their identity. Implications for effective school-home collaboration are addressed. |
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| ISSN: | 2056-9971 |
| Contains: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/2056997115602991 |