Advanced Undergraduate Students with Dyslexia: Perceptions of Social Supports that Buffer College-Related Stress and Facilitate Academic Succes

The purpose of this study is to better understand the perceptions of advanced undergraduate students with dyslexia regarding the types and sources of social support that buffer college-related stress and facilitate academic success. An exploratory case study design was selected because of the phenomenon under study. House (1981) defines social support as "an interpersonal transaction involving one or more of the following: (a) emotional concern (liking, loving, empathy), (b) instrumental aid (goods or services), (c) information (about the environment), or appraisal (information relevant to self-evaluation)" (p. 39).;Four methods were used to collect data: a paper-and-pencil survey, participant-generated researched-driven photograph, an in-person interview, and document review of university policies. This study design was threefold. First, this research will elicit participants' descriptions of the stress they experience related to college and being a student. Second, the study aimed to describe how helpful the types and sources of supports were to buffering college-related stress and facilitating academic success. Third, through four methods of data collection, students' descriptions of specific stressful situations will identify the kind of help received and describe how the support was effective. This information could potentially be used by students and college support services to guide improvement of existing policies and the development of future policies that will serve the academic community and students with dyslexia more effectively. The study may also assist in formulating legislation to assist in equalizing access to educational opportunities, especially for students with dyslexia.