Occupational potential and possible selves of master’s level healthcare students with dyslexia: A narrative inquiry

© 2018, © 2018 The Journal of Occupational Science Incorporated. The social, educational and occupational challenges facing individuals with dyslexia are multiple and complex. Late diagnosis, lack of diagnosis, or lack of support in mainstream education can impact on outcomes. It is perhaps paradoxical then that there are students with significant dyslexia, including those undiagnosed until arrival in higher education, who have been able to progress to master’s level study. In so doing they appear to have significantly bucked the trend for educational under-attainment. With this in mind, this research sought to explore influences on occupational potential, that is, exercising latent capacities through participation/engagement in occupation (Wicks, 2005), in shaping the ‘possible selves’ (perceptions of the self in the future) (Markus & Nurius, 1986) of master’s level healthcare students with dyslexia. Twenty-four narrative interviews with nine masters’ students were analysed using Clandinin and Connolly’s (2000) narrative inquiry, to highlight significant plots and sub plots. Data were organised into four Acts: Diagnosis, Shaping Possible Selves, Fitting the Mould, and Strategies and the Future, employing performance ethnography as the mode of communication. The findings show that occupational potential and possible selves are highly influenced by the sociological surroundings, resilience, and agency of the participants and their families, and there is a strong relationship between these two concepts in relation to the actions required to reach desirable possible selves. The importance of context as well as familiar support are under considered in higher education and the research has important implications for institutional policy around retention and success, pedagogic practice, and student support.