Self-actualization of student activists with disabilities in college organizations

Abstract

This thesis explores the self-actualization of student activists with disabilities within college organizations, addressing the gap in educational participation between disabled and non-disabled students, which becomes more pronounced at higher levels of education. The research highlights the presence of resilient student activists with physical disabilities who actively enrich the university environment by defying societal stigmas and participating in various campus organizations as activists. The research aims to explore how they self-actualize within college. organizations, filling a crucial research gap by examining the connection between self-actualization and students with disabilities in higher education. The research employed a qualitative approach with a case study design. The participants are eight students with physical disabilities active in campus organizations, department heads and student association heads from two state Islamic universities. One university was known for its disability-friendly facilities, while the other had room for improvement. Data collection involved two primary methods: observation and interviews. The thesis reveals several key findings regarding student activists with disabilities in college organizations. First, it highlights the determination of these student activists to use their struggles as motivation to assist others with disabilities, as they demonstrate a commitment to addressing the needs of their peers and providing accessible resources. Second, it emphasizes the strength and belief in their abilities displayed by student activists with disabilities, who actively utilize their strengths to support others and challenge preconceptions about their limitations. Active participation in college organizations enhances their communication, socialization, and public speaking skills, contributing to their personal and intellectual growth. The insights shared by participants emphasize the importance of self-actualization to challenge societal stigmas and achieve personal growth. The findings offer valuable insights for future research in the field of disability, self-actualization, and student activism, laying a foundation for exploring the intersectionality of disability with other aspects of identity. Furthermore, the research holds potential to motivate other disabled students by demonstrating that disability does not limit one's potential for personal growth and meaningful contributions to society, thereby offering hope and inspiration for those facing barriers to higher education.