The Effects of Campus Climate and College Experiences on Academic Outcomes of Students with Disabilities

Students with disabilities are an underrepresented demographic in higher education institutions that is often overlooked and excluded with limited engagement strategies. It is imperative for postsecondary institutions to actively foster a more inclusive and welcoming environment for this student group. Little is understood about the impact of college experiences and perceptions of campus climate on academic outcomes among this population. The purpose of this study was to understand how students' perceptions of campus climate and their engagement in college experiences affect academic outcomes for college students with disabilities. This study answered the following research questions: (1.) How do the perceptions of campus climate and the level of engagement in college experiences differ between undergraduate students with disabilities and their counterparts? (2.) How do the perceptions of campus climate and college experiences affect college GPA and academic satisfaction among undergraduate students with disabilities? Two quantitative analyses methods, t tests and hierarchical multiple regression analysis, were used for this study. The participants were all students who completed the 2015 The Freshman Survey, and seniors who completed the 2019 College Senior Survey, both administered by the Higher Education Research Institute (HERI). Results indicated, out of several campus climate variables, students with disabilities reported a higher belief that their faculty wanted them to succeed academically than their peers without disabilities, and out of several college experience variables, students with disabilities reported a higher habits of mind score and had a higher mean score regarding having a faculty or staff mentor than their counterparts. In terms of GPA, results indicated White students and students with disabilities, who are empowered by faculty, had higher GPAs. Additionally, in terms of academic satisfaction, the variables faculty empower me to learn, faculty belief in my potential to succeed, and academic self-concept were significant predictors of academic satisfaction. These results should serve as a compelling call for higher education professionals, particularly faculty members, to consistently foster a strong connection between students with disabilities and faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]