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Dissertation
Invisible and empowered: a convergent mixed-methods investigation into the role of self-advocacy in navigating higher education for students with invisible disabilities
Doctor of Education (Ed.D.), Drexel University
May 2025
DOI:
https://doi.org/10.17918/00010938
Abstract
Students with invisible disabilities in higher education institutions across the United States, face significant challenges that impact their academic persistence and overall success. The purpose of this convergent mixed-methods survey study was to investigate the relationships between self-advocacy, self-determination, self-efficacy, and student persistence among these students. This study aimed to provide empirical insights into the interplay between these constructs and to identify demographic variables that may exacerbate or mitigate the challenges faced by this population. This study explored the experiences of students in higher education in the United States who have invisible disabilities and are over the age of 18, utilizing a convergent mixed-methods approach through the Invisible and Empowered survey instrument. Quantitative data revealed that most participants experienced disabilities impacting their mental health and neurological functioning, with a notable prevalence among female graduate students. Despite the significant challenges faced, most participants reported not utilizing available institutional resources or engaging in self-advocacy groups. Descriptive statistics indicated a high degree of agreement with various self-advocacy behaviors across all five sections of the survey. Inferential analyses, including one-way ANOVAs and independent samples t-tests, uncovered significant demographic differences influencing these outcomes. Complementing the quantitative findings, qualitative data were analyzed and triangulated to identify integrated themes emphasizing the critical need for visibility regarding disabilities, enhanced inclusion, particularly in virtual formats, and increased mental health support. This research underscores the importance of awareness, access, and understanding of invisible disabilities within higher education contexts, advocating for institutional changes to better support this population.
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Details
- Title
- Invisible and empowered
- Creators
- Sarah Ryan
- Contributors
- Kristen Betts (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 148 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022053038704721