Department of Public Health Sciences, University of North Carolina at Charlotte, 9201 University City Boulevard, Charlotte, NC 28223, United States.
Res Dev Disabil. 2022 Aug;127:104270. doi: 10.1016/j.ridd.2022.104270. Epub 2022 May 28.
About 18% of college students have disabilities. Social capital, resources we can tap from relationships, may be particularly valuable for students with disabilities. Yet, disabilities often limit the individual's ability to develop or use social capital. We studied how college students with developmental disabilities understand, develop, and use social capital.
We conducted in-depth semi-structured Zoom interviews with 10 women with developmental disabilities enrolled at a public university in the southeastern United States early in 2021. We examined the qualitative data with thematic analysis.
Participants averaged age 20; 70% reported attention deficit disorder or attention deficit hyperactivity disorder; 90% reported multiple diagnoses. Most participants described COVID-19 pandemic-related isolation and stress, which magnified both the need for relationships and awareness of that need, prompting participants to become proactive in forming and maintaining relationships despite anxiety about them. Themes were: foundational relationships, reciprocity, expanding horizons, a need for new relationships, focus on the future and relationship barriers.
Results highlight the importance of social relationships and the resources they provide to students with disabilities, particularly in stressful times. Colleges can help students by connecting them with others and providing strategies for building and maintaining social capital.
College students with developmental disabilities often face challenges developing and maintaining social capital, resources derived from relationships with other people. These resources are key to success in school and after graduation, as students continue into adulthood. We studied how students with developmental disabilities build social capital. The students described their relationships with others and the types of support they contributed to and received from those relationships. We also extended previous research by examining pandemic-related effects, interviewing participants nearly one year into the COVID-19 pandemic. We provide recommendations for further research and ways colleges and universities can encourage social capital development among all students.
大约 18%的大学生有残疾。社会资本是我们可以从人际关系中获取的资源，对于残疾学生来说可能特别有价值。然而，残疾通常会限制个人发展或利用社会资本的能力。我们研究了有发育障碍的大学生如何理解、发展和利用社会资本。
我们在 2021 年初对美国东南部一所公立大学的 10 名有发育障碍的女性进行了深入的 Zoom 半结构式访谈。我们使用主题分析方法对定性数据进行了检查。
参与者的平均年龄为 20 岁；70%的人报告患有注意力缺陷障碍或注意力缺陷多动障碍；90%的人报告了多种诊断。大多数参与者描述了与 COVID-19 大流行相关的隔离和压力，这放大了对关系的需求和对这种需求的认识，促使参与者尽管对关系感到焦虑，但仍积极主动地建立和维持关系。主题包括：基础关系、互惠、拓展视野、对新关系的需求、关注未来和关系障碍。
结果强调了社会关系及其为残疾学生提供的资源的重要性，尤其是在压力时期。学院可以通过将学生与他人联系起来并为他们提供建立和维持社会资本的策略来帮助学生。
有发育障碍的大学生在发展和维持社会资本方面经常面临挑战，社会资本是指从与他人的关系中获得的资源。这些资源是学生在学校和毕业后取得成功的关键，因为他们将继续成年。我们研究了有发育障碍的学生如何建立社会资本。学生们描述了他们与他人的关系以及他们对这些关系的贡献和获得的支持类型。我们还通过检查与大流行相关的影响，在 COVID-19 大流行近一年后采访参与者，扩展了以前的研究。我们为进一步研究和学院及大学鼓励所有学生发展社会资本的方法提供了建议。
