The Resource "It doesn't make any sense" : self and strategies among college students with learning disabilities, by André Duncan Arceneaux, (electronic resource)
"It doesn't make any sense" : self and strategies among college students with learning disabilities, by André Duncan Arceneaux, (electronic resource)
Resource Information
The item "It doesn't make any sense" : self and strategies among college students with learning disabilities, by André Duncan Arceneaux, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries.This item is available to borrow from all library branches.
Resource Information
The item "It doesn't make any sense" : self and strategies among college students with learning disabilities, by André Duncan Arceneaux, (electronic resource) represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries.
This item is available to borrow from all library branches.
- Summary
- Even though there has been increasing awareness of and accommodations for college students with learning disabilities, many of them still face various forms of stigmatization from instructors and peers. In this research project, I exam the ways in students with learning disabilities are stigmatized in academic and nonacademic settings, how they responded, or accounted, for their disability when questioned by others, and the strategies which they used to cope with problematic situations. This research is based on qualitative interviews of twenty-three college students with learning disabilities. Although the respondents viewed their learning disability as a minor issue, they did report problematic and embarrassing situations during their college career. Individuals with LD were concerned about the negative perceptions that others had of their LD label. To cope with stigmatization, college students with learning disabilities strategically performed tasks in order to minimize the negative reactions from peers and teachers. They also developed a series of accounts to neutralize the questions of their actions or their disability status. For this dissertation, I use Goffman's concept of impression management and information control to examine how college students with learning disabilities strategically use the performance of reading, writing, and other tasks associated with learning to present a positive self-concept. This dissertation looks at college students who are successful in managing the stigma associated with LD. While other learning disability narratives emphasize the all-encompassing, this study focuses on how individuals with learning disabilities attempt to control the effects and the significance of LD in everyday life
- Language
- eng
- Note
-
- The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file
- Title from title screen of research.pdf file (viewed on July 31, 2007)
- Vita
- Label
- "It doesn't make any sense" : self and strategies among college students with learning disabilities
- Title
- "It doesn't make any sense"
- Title remainder
- self and strategies among college students with learning disabilities
- Statement of responsibility
- by André Duncan Arceneaux
- Language
- eng
- Summary
- Even though there has been increasing awareness of and accommodations for college students with learning disabilities, many of them still face various forms of stigmatization from instructors and peers. In this research project, I exam the ways in students with learning disabilities are stigmatized in academic and nonacademic settings, how they responded, or accounted, for their disability when questioned by others, and the strategies which they used to cope with problematic situations. This research is based on qualitative interviews of twenty-three college students with learning disabilities. Although the respondents viewed their learning disability as a minor issue, they did report problematic and embarrassing situations during their college career. Individuals with LD were concerned about the negative perceptions that others had of their LD label. To cope with stigmatization, college students with learning disabilities strategically performed tasks in order to minimize the negative reactions from peers and teachers. They also developed a series of accounts to neutralize the questions of their actions or their disability status. For this dissertation, I use Goffman's concept of impression management and information control to examine how college students with learning disabilities strategically use the performance of reading, writing, and other tasks associated with learning to present a positive self-concept. This dissertation looks at college students who are successful in managing the stigma associated with LD. While other learning disability narratives emphasize the all-encompassing, this study focuses on how individuals with learning disabilities attempt to control the effects and the significance of LD in everyday life
- Cataloging source
- MUU
- http://library.link/vocab/creatorDate
- 1969-
- http://library.link/vocab/creatorName
- Arceneaux, André Duncan
- Dissertation year
- 2006.
- Granting institution
- Thesis (Ph. D.) University of Missouri-Columbia
- Index
- no index present
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- theses
- http://library.link/vocab/relatedWorkOrContributorName
- Brekhus, Wayne
- http://library.link/vocab/subjectName
- College students with disabilities
- Target audience
- specialized
- Label
- "It doesn't make any sense" : self and strategies among college students with learning disabilities, by André Duncan Arceneaux, (electronic resource)
- Note
-
- The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file
- Title from title screen of research.pdf file (viewed on July 31, 2007)
- Vita
- Bibliography note
- Includes bibliographical references
- Carrier category
- online resource
- Carrier category code
- cr
- Carrier MARC source
- rdacarrier
- Color
- black and white
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Control code
- 159957461
- Dimensions
- unknown
- Form of item
- electronic
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
- c
- Specific material designation
- remote
- System control number
- (OCoLC)159957461
- System details
- Mode of access: World Wide Web
- Label
- "It doesn't make any sense" : self and strategies among college students with learning disabilities, by André Duncan Arceneaux, (electronic resource)
- Note
-
- The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file
- Title from title screen of research.pdf file (viewed on July 31, 2007)
- Vita
- Bibliography note
- Includes bibliographical references
- Carrier category
- online resource
- Carrier category code
- cr
- Carrier MARC source
- rdacarrier
- Color
- black and white
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Control code
- 159957461
- Dimensions
- unknown
- Form of item
- electronic
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
- c
- Specific material designation
- remote
- System control number
- (OCoLC)159957461
- System details
- Mode of access: World Wide Web
Library Locations
-
St. Louis Mercantile LibraryBorrow it1 University Blvd, St. Louis, MO, 63121, US38.710138 -90.311107
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University ArchivesBorrow it703 Lewis Hall, Columbia, MO, 65211, US
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University of Missouri-St. Louis Libraries DepositoryBorrow it2908 Lemone Blvd, Columbia, MO, 65201, US38.919360 -92.291620
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University of Missouri-St. Louis Libraries DepositoryBorrow it2908 Lemone Blvd, Columbia, MO, 65201, US38.919360 -92.291620
-
Ward E Barnes Education LibraryBorrow it8001 Natural Bridge Rd, St. Louis, MO, 63121, US38.707079 -90.311355
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.umsl.edu/portal/It-doesnt-make-any-sense--self-and-strategies/i_ed4vCxi-w/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.umsl.edu/portal/It-doesnt-make-any-sense--self-and-strategies/i_ed4vCxi-w/">"It doesn't make any sense" : self and strategies among college students with learning disabilities, by André Duncan Arceneaux, (electronic resource)</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.umsl.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.umsl.edu/">University of Missouri-St. Louis Libraries</a></span></span></span></span></div>
