A model of social and psychosocial identity development for postsecondary students with physical disabilities

Abstract

Social and psychosocial development for all students is a central goal of higher education. Courses in college student development and student affairs have become core classes across universities for students majoring in higher education leadership, higher education policy studies, and related areas. Such courses are designed to expose program majors to the profile of students attending institutions of higher education including four-year universities and community colleges. Additionally, such courses introduce participants to the theories that help explain how postsecondary students from various backgrounds develop social and psychosocial identities and the potential barriers and challenges they face on college campuses while moving through this process. As Evans, Forney, Guido, Patton, and Renn state, "becoming knowledgeable about student development requires serious study, including critical analysis and evaluation of theory and research" (2010, 2). Armed with this knowledge, daily interactions with students are improved and "program planning and policy development are both enhanced" (Evans et al. 2010, 2).