Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Mary Catherine Strickland
Keywords
higher education, community colleges, faculty preparedness, disabilities
Disciplines
Education | Higher Education
Recommended Citation
Amenta, Michelle Rosalie, "The Lived Experiences of Community College Faculty Working with Students with Cross-Categorical Disabilities: A Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8118.
https://digitalcommons.liberty.edu/doctoral/8118
Abstract
The purpose of this transcendental phenomenological study was to describe the preparedness towards disability for faculty members at community colleges. The theory guiding this study was Oliver’s social model of disability, as the theory explained the relationship between environmental, institutional, and attitudinal barriers and disabilities. The central research question was: What are the lived experiences of community college faculty who instruct students that self-disclose their cross-categorical disabilities? The research sample included thirteen faculty members from community colleges in varied disciplines across the United States. Data collection consisted of individual interviews and focus groups, with analysis using Moustakas’ modified Stevick-Colaizzi-Keen Method to explore textural, structural, and composite descriptions. Analysis revealed three themes: faculty’s instructional practices, student-centered strategies, and professional learning and attitudes. These findings suggested faculty worked to support SWD amid limited onboarding, inconsistent professional development, and institutional barriers.
