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…

Using grounded theory methods, the authors examined how LGBPQ students developed a sense of belonging during the first year of college. Sense of belonging transformed and deepened over the year and was fostered in three different contexts: university, group, and friendship. It was influenced by sexual identity and outness, university messaging,…

Despite rapid growth in the numbers of students with disabilities enrolling in higher education, there is limited research about their experiences in colleges and universities, and information about their collegiate activism is even more limited. Through a constructivist grounded theory study of 59 college students and recent graduates, we…

Higher education research suggests that the development of a sense of belonging is key to academic success and persistence, yet we know little about how first-year students with disabilities develop a sense of belonging as they transition into and through their first year in postsecondary environments. Themes from a grounded theory study of 8…

Although the use of technology is at an all-time high among college students, research about how social media facilitates the transition to college is limited. This paper presents findings from two qualitative studies about the role of social media in fostering a sense of belonging. Narratives from 66 students offer insight into the distinct…