Page 35 - 2024 May report

GEORGE WASHINGTON UNIVERSITY FINAL REPORT (4) Milestone 3: Graduate and Student Interview Findings
Participants:
Potential participants included graduates who received JSF scholarships while they studied, as well as current JSF scholarship recipients. Recruitment expanded to included current students when recruitment of graduates proved to be unexpectedly challenging.
Recruitment efforts included:
• Spring 2023: Emails sent to all 12 State University System of Florida (SUSF) disability services offices requesting that they disseminate recruitment flyers to JSF recent or soon-to-be graduates.
• Spring 2023: 143 emails sent to student organizations on all 12 SUSF campuses requesting that they disseminate the recruitment flyer.
• Spring 2023: Met with SUSF disability services professionals during a scheduled monthly meeting to provide additional information about the study and learn about other possible avenues for recruitment.
• Spring/Summer/Fall2023:Requestedthatinterviewedgraduatesorcurrentstudentsshareinformation about the study with other JSF scholarship recipients.
• Fall 2023: Emails sent to all 12 SUSF disability services offices with a final request that they disseminate recruitment flyers to current and graduated JSF scholarship recipients.
• Fall 2023: Outreach to two institution senior administrators to gain an understanding of data collection SUSF Institutions of Higher Education (IHEs).
Five graduates and seven current JSF scholarship recipients expressed interest and participated in the study. As shown in the table below, participants reflected a range of diversity in terms of gender1, race or ethnicity, and disability. Representation from five SUSF institutions was obtained.
Participants described overcoming a number of challenges during their studies. Four of the study participants described themselves as first-generation college students. While some participants described themselves as escaping difficult home situations and were responsible for figuring things out on their own, others indicated that their families were an important source of support.
Several participants described failing classes or being put on academic probation prior to learning about the services offered by the disability services offices. Participants encountered professors who were unwilling to provide accommodations or questioned students’ abilities. A number of participants shared that they experienced challenges identifying a major that was aligned with their strengths, interests, and career goals. When faced with academic challenges or discriminatory attitudes, many participants considered how a different major might allow them to achieve their career goals. However, switching majors could have significant financial implications, given Florida’s Excess Credit Hours policy which charges students double tuition once they have completed a given number of credit hours (Florida Statutes, Section 1009.286).
Finally, several students shared that the pandemic introduced unique challenges. For example, one participant shared that the switch to virtual instruction occurred just as they transferred to the SUSF campus, making it difficult for them to access resources and connect with their peers. Another graduate shared that their grades dropped when their grandfather passed away from COVID and they were unable to cope with assignments. Still another current student described how they sustained a life-changing injury coinciding with the onset of the pandemic, complicating their communication with appropriate university offices and their staff, as well as their ability to gain access to additional services.
1 Throughout the report, we use the neutral term “they” to refer to graduates and students, in order to protect participants’ confidentiality.
Education / A Powerful force for change Page 33