A Phenomenological Study Examining Lived Experiences of Persistent Non-Traditional Students with Learning Disabilities at Community College

The purpose of this transcendental phenomenological study was to understand the lived experiences of persistent non-traditional community college students with learning disabilities at community colleges in the Midwest United States. For this study, persistent, non-traditional community college students are defined as students who completed their first year of college, were currently enrolled in their second year of college or earned more than 30 credits, and were 25 or older, with commitments in addition to their academics, College students with learning disabilities were defined as students who had a documented learning disability rather than self-identified diagnoses. Ryan and Deci’s self-determination theory was used as the theoretical framework of this research. This study was guided by the central research question: What are the lived experiences of persistent non-traditional community college students with learning disabilities at community colleges? More specifically, 10 participants' self-determination, support, and social integration experiences were explored. Data were collected through interviews, e-journals, and virtual focus groups and then analyzed using a phenomenological process outlined by Moustakas. Three key themes emerged: Finding one’s way as a non-traditional college student with learning disabilities, the influence of learning disabilities on academic performance, and the strengths and obstacles of non-traditional college students’ with learning disabilities experiences. All participants revealed how their learning disability and external commitments greatly influence their self-determination. Ninety percent of the participants demonstrated perseverance and ability to overcome barriers.