References
- Aragon, D. J., & Hoskins, C. L. (2017). Evolving institutional diversity by incorporating disability. Diversity & Democracy, 20(4). https://www.aacu.org/diversitydemocracy/2017/fall/aragon
- Artiles, A. J. (2013). Untangling the racialization of disabilities: An intersectionality critique across disability models. Du Bois Review: Social Science Research on Race, 10(2), 329–347.
- Ben-Moshe, L., & Magaña, S. (2014). An introduction to race, gender, and disability: Intersectionality, disability studies, and families of color. Women, Gender, and Families of Color, 2(2), 105–114.
- Blummer, B., Kenton, J. M., & Wiatrowski, M. (Eds.). (2018). Promoting ethnic diversity and multiculturalism in higher education. Hershey, PA: IGI Global.
- Claiborne, L. B., Cornforth, S., Gibson, A., & Smith, A. (2011). Supporting students with impairments in higher education: Social inclusion or cold comfort? International Journal of Inclusive Education, 15(5), 513–527.
- Collins, A., Azmat, F., & Rentschler, R. (2019). ‘Bringing everyone on the same journey’: Revisiting inclusion in higher education. Studies in Higher Education, 44(8), 1475–1487.
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Newbury Park, CA: Sage.
- Dolmage, J. T. (2017). Academic ableism: Disability and higher education. Ann Arbor, MI: University of Michigan Press.
- Gallego, M., & Busch, C. (2015). Towards the inclusion of students with disabilities: Accessibility in language courses. Innovative Higher Education, 40(5), 387–398.
- Gillborn, D. (2015). Intersectionality, critical race theory, and the primacy of racism: Race, class, gender, and disability in education. Qualitative Inquiry, 21(3), 277–287.
- Gordon, S., Reid, A., & Petocz, P. (2010). Educators’ conceptions of student diversity in their classes. Studies in Higher Education, 35(8), 961–974.
- Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 42–55.
- Jones, M. M., & Goble, Z. (2012). Creating effective mentoring partnerships for students with intellectual disabilities on campus. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 270–278.
- Jones, S. R., Torres, V., & Arminio, J. (2006). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues. New York, NY: Routledge.
- Kalkbrenner, M. T., Jolley, A. L., & Hays, D. G. (2019). Faculty views on college student mental health: Implications for retention and student success. Journal of College Student Retention: Research, Theory & Practice, 1–23. doi: 10.1177/1521025119867639
- Kendall, L. (2016). Higher education and disability: Exploring student experiences. Cogent Education, 3(1). doi:10.1080/2331186X.2016.1256142
- Kim, E., & Aquino, K. C. (Eds.). (2017). Disability as diversity in higher education: Policies and practices to enhance student success. New York, NY: Routledge.
- Lopez-Gavira, R., Moriña, A., & Morgado, B. (2019). Challenges to inclusive education at the university: The perspective of students and disability support service staff. Innovation: The European Journal of Social Science Research, 1–13. https://doi.org/10.1080/13511610.2019.1578198
- Miller, R. A. (2018). Toward intersectional identity perspectives on disability and LGBTQ identities in higher education. Journal of College Student Development, 59(3), 327–346.
- Moriña, A. (2017). ‘We aren’t heroes, we’re survivors’: Higher education as an opportunity for students with disabilities to reinvent an identity. Journal of Further and Higher Education, 41(2), 215–226.
- Moustakas, C. (1994). Phenomenological research methods. Newbury Park, CA: Sage.
- National Center for Education Statistics. (2017). Number and percentage distribution of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: 2015-2016: Table 311.10. Washington, DC: Digest of Education Statistics 2017.
- Nolan, C., Gleeson, C., Treanor, D., & Madigan, S. (2015). Higher education students registered with disability services and practice educators: Issues and concerns for professional placements. International Journal of Inclusive Education, 19(5), 487–502.
- Raue, K., & Lewis, L. (2011). Students with disabilities at degree-granting postsecondary institutions (NCES 011–018). Washington, DC: U.S. Government Printing Office.
- Shea, L. C., Hecker, L., & Lalor, A. R. (2019). From disability to diversity: College success for students with learning disabilities, ADHD, and autism spectrum disorder. Columbia, SC: National Resource Center for the First Year Experience.
- Stein, K. F. (2014). Experiences of college students with psychological disabilities: The impact of perceptions of faculty characteristics on academic achievement. International Journal of Teaching and Learning in Higher Education, 26(1), 55–65.
- Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246.
- van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: State University of New York Press.
- Wolff, R. F. (2002). A phenomenological study of in-church and televised worship. In S. B. Merriam & Associates (Ed.), Qualitative research in practice: Examples for discussion and analysis (pp. 97–119). San Francisco, CA: Jossey-Bass.