Dissertation
A qualitative study of career development of twice-exceptional students of color
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Summer 2021
DOI: 10.17077/etd.005864
Abstract
I examined the career development of twice-exceptional students of color using the consensual qualitative research method (CQR; Hill, 2012). Informed by the Strengths-based Inclusive Theory of Work (S-BIT of Work; Owens et al., 2019), the intersection of contextual considerations and individual positive characteristics were examined as they both play a significant role in relation to work throughout the lifespan. I interviewed 14 twice-exceptional graduate students of color, collected qualitative data (including transcripts and field notes), and identified domains, categories, and subcategories to enhance the understanding of the intersections of multiple minority identities on career development. The findings identify common environmental barriers and support these students had encountered and highlight their perseverance in the face of adversities through their resilience and empowerment. Implications for practice and future research are discussed.
Details
- Title: Subtitle
- A qualitative study of career development of twice-exceptional students of color
- Creators
- Ching-Lan Rosaline Lin
- Contributors
- Megan Foley-Nicpon (Advisor)Saba Rasheed Ali (Committee Member)Liz Hollingworth (Committee Member)Kathy L Schuh (Committee Member)Donald B Yarbrough (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Psychological and Quantitative Foundations
- Date degree season
- Summer 2021
- DOI
- 10.17077/etd.005864
- Publisher
- University of Iowa
- Number of pages
- x, 65 pages
- Copyright
- Copyright 2021 Ching-Lan Rosaline Lin
- Language
- English
- Description illustrations
- color illustration
- Description bibliographic
- Includes bibliographical references (pages 49-61).
- Public Abstract (ETD)
As an emerging counseling psychologist, I am interested in how sociocultural factors, such as race and ethnicity, influence the career development of twice-exceptional students. Career development is the life-long process in which people learn about their interests, abilities, goals, values, and beliefs through various roles and settings. The term twice-exceptional refers to students who possess high ability along with having one or more disabilities. Researchers have found that twice-exceptional students, particularly those who are students of color, often face a unique set of challenges in their educational and career pursuits. Researchers have also demonstrated that both environmental factors (such as roadblocks and supports) and positive personal characteristics (such as personal strengths and hope) play a significant role in relation to work throughout the lifespan. Hence, I want to know more about not only the challenges associated with their disabilities but also their personal strengths. By focusing on strengths, I hope to counter the deficit views of people with exceptionalities and provide a more holistic understanding of their experiences.
I interviewed 14 twice-exceptional graduate students of color about their educational and career experiences. After transcribing the interviews, my research team and I analyzed each interviewee’s narratives using the consensual qualitative research method (CQR) to identify common themes across the interviews. These themes include systemic oppression, institutional burden, and support these students had encountered as well as their career motivation and perseverance in the face of adversities through their resilience and empowerment. Considering the findings of this study along with consulting the existing literature, I provide recommendations for professionals who work with twice-exceptional students of color and for researchers who are interested in the career development of these students.
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984124359702771
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