The experiences of graduate students with disabilities

Jones, Ann Christine

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https://hdl.handle.net/2142/129220 Copy

Description

Title

The experiences of graduate students with disabilities

Author(s)

Jones, Ann Christine

Issue Date

2025-04-18

Director of Research (if dissertation) or Advisor (if thesis)

Tarconish, Emily J

Doctoral Committee Chair(s)

• Tarconish, Emily J
• Hale, Jon N

Committee Member(s)

• Baber, Lorenzo DuBois
• Goodnight, Melissa Rae

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• disabilities
• graduate students
• postsecondary education

Language

eng

Abstract

According to the National Center for Educational Statistics, in 2019-20, 11% of all graduate students self-reported having a disability (Postsecondary National Policy Institute, 2023), constituing a large proportion of graduate students attending postsecondary education. There is, however, a limited amount of literature that explores the experiences of graduate students with disabilities as they navigate academic environments that were not established with the needs of disabled people in mind. As such, there is a need to examine these individuals’ narratives to develop a clearer understanding of their lived experiences and needs. As the population of students entering graduate level education continues to rise, there comes with it an increase in students with disabilities. While most literature on graduate students with disabilities are autoethnographies, the current study uses interviews to collect qualitative narratives from students in various programs, colleges, and with varying disabilities. While most studies on graduate students with disabilities have focused on PhD students, this study shares the experiences of both PhD and master’s students. This exploratory study identified themes across the experiences of graduate students with disabilities. It centered on the perspectives of graduate students with disabilities, specifically focusing on their lived experiences regarding ableism in academia, and their experiences inside and outside the classroom. The goal of this research was to learn to whom they disclose their disability and why, what barriers exist in receiving disability services, and what supports are most beneficial for them in their academic graduate education. Three major themes were determined from the analysis of the data: 1. Disability disclosure is necessary, 2. Ableism in academia is a barrier, and 3. Letters of accommodations are not enough. This study recommends increased assistance by institutions for graduate students with disabilities. Institutions need to adopt an intersectional and holistic approach to support graduate students with disabilities to lessen the stigma of disabilities and provide them with the greatest opportunity for success. Training for faculty and staff on disabilities needs to occur, as well as the creation of mentor and peer support networks such as the establishment of a disability cultural center.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129220

Copyright and License Information

Copyright 2025 Ann Jones

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