This collective case study serves to understand leadership strategies and self-determination in college students with learning disabilities. It examines a small but significant segment of public institutions in the Southern region of the land-grant system through the lens of its historical, political, and social impact on underserved student populations.
This collective case study focused on leadership strategies and self-determination in college students with learning disabilities by examining a small but significant segment of public institutions in the Southern region of the land-grant system. Social justice issues in America have evolved since the civil rights movement from race and gender to a current focus on neurodiversity at all levels of education and in the workplace.
Consequently, enrollment of college students with disabilities has increased across the United States, generating more interest in leadership strategies that serve a broader spectrum of learners and break down career barriers. The two research questions that guided this study were, “How do administrators of land-grant universities in the Southern region of the United States, where both HBCUs and PWIs exist, describe professed and documented strategies to increase persistence and retain students with learning disabilities?” and “How do leaders explain their perspectives regarding self-determination in underrepresented students with learning disabilities, so they succeed in their academic progress?” Two land-grant universities: one HBCU and one PWI, were central to this study, so both types were included to fully understand the historical, political, and social impact of leadership and policy on underserved student populations. Data collection included interviews and descriptions of documents and artifacts. Analysis involved open, axial, and selective coding.
Delegation, collaboration, and appreciating diversity were strategies reported by the PWI participant with undertones of transformational leadership. Training, documenting, and elevating difficult situations were strategies reported by the HBCU participant, nuanced with servant leadership. Four leadership perspectives on self-determination at the PWI encompassed leading by example, self-reflection and mentorship, coaching, and managing difficult conversations. At the HBCU, the participant’s views on self-determination embodied demonstrating confidence in others, encouraging psychological safety, straightforward conversations, and a reliance on the support of others with influential leadership skills. Collectively, seven findings regarding question one were identified: (a) delegate responsibilities, (b) build relationships, (c) embed success into the culture, (d) train and develop stakeholders, (e) plan strategically and tactically, (f) embrace diversity, and (g) implement technology solutions. Five findings emerged for question two: (a) lead by example and acknowledgment, (b) manage candid conversations, (c) create a safe zone of mentorship, (d) trust staff and students to make decisions, and (e) provide access to resources.
The research findings in this case study fortify leadership strategies for higher education, affirm self-determination theory, and inform government funding agencies, advocacy groups, professional organizations, faculty, and parents.