Understanding and Researching Disability in Higher Education: Emerging Perspectives

ACPA 2015

• Ellen Broido, Bowling Green State University• Kirsten Brown, The University of Wisconsin Madison• Edlyn Peña, California Lutheran University• Susan Rankin, Penn State (retired)• Lissa Stapleton, The University of Southern Mississippi• Katherine Stygles, Bowling Green State University

In this program we will:

Explore challengesConsider implicationsInterrogate assumptionsExamine positionalityDiscuss techniques for inclusive assessment and research

Checking in

Please tell us who you are? Include information about your institution and position.

What do you hope to learn in today’s session?

Why Research Disability?

11% of college students have a disability. This number is growing.

Although the data about faculty and staff with disabilities is not systematically collected, it is also believed to be rising.

There is not enough information about the experiences of disabled people in higher education.

Kinds of DisabilitiesThe next three slides present demographic data from Raue and Lewis 2011 regarding kinds of disabilities.

The purpose of these slides is to illustrate how formatting with small print can be difficult to read and how collapsing disability categories changes data interpretation.

Kinds of Disabilities• Learning disabilities = 31% of students with disabilities

• ADD and ADHD = 18% of students with disabilities

• Mental illness, psychological or psychiatric = 15% of students with disabilities

• Heath and chronic conditions= 11% of students with disabilities

• Mobility or orthopedic = 7% of students with disabilities

• Hearing = 4% of students with disabilities

• Seeing =3% of students with disabilities

• Cognitive or intellectual = 3% of students with disabilities

• Brain injury = 2% of students with disabilities

• Autism = 2% of students with disabilities

• Speaking = 1% of students with disabilities

Kinds of Disabilities

In this slide, we demonstrate how taking the above categories and trying to narrow them down by collapsing into “other” creates problems.

If we define “other” as any disability less than 5% combined into one lump. Here we have: hearing, seeing cognitive or intellectual disabilities, traumatic brain injury, autism spectrum disorder, and speaking.

The “other” category is 15% of the student population and researchers lose detail.

Kinds of Disabilities

Another approach that researchers use is to drop categories that do not have a “enough” students.

In this slide we drop all types of disability that do not have more than 5%. This results in a concept of students with disabilities where hearing, seeing, autism, speaking, etc are absent.

Purpose

The purpose of this presentation is to1) Identify methodological considerations for doing disability research

2) Describe challenges, suggest strategies, and propose solutions

We Are…

A mix of disabled and temporarily-able bodied women scholars.

We have studied campus climate, activism, and identity regarding disability within higher education.

Discussion Question

How would you develop a survey or interview protocol that was inclusive of people with disabilities?

Methodological Issues in Disability Studies Research

Empirical research is scarce

Disability studies is typically theoretical

Methodological issues are not given much attention

This has negative consequences

Divergent Theoretical Paradigms

There are 4 Theoretical Paradigms 1) Medical Model2) Minority Model3) Social Constructionist4) Social Justice

Four Methodological Concerns

These concerns are:

1) Researcher’s positionality,

2) Language and labeling,

3) Accessing participants,

4) Working with human subjects review boards

Researcher’s Positionality

Five components of positionality

1) Biases, values, and experiences

2) Own and participants’ social identities

3) Power or privilege

4) Lived experience

5) Intersectionality

Language and Labeling

Four options:1) People first language. For example Student with

Disability

2) Identity first. For example autistic person.

3) Participants’ preferred language. For example, Kirsten is dyslexic.

4) For collective references, disabled/people/with disabilities

Accessing Participants

Cultivating trust is imperative.

Gatekeepers can assist and include disability coordinators or disability organizations.

It is imperative to build rapport.

Human Subjects Review Boards

Vulnerable populationsScope and focusReputational recruiting

Research Design Considerations: Qualitative

Data CollectionEither Synchronous or Asynchronous

Trustworthiness

Research Design Considerations: Quantitative

Operational Definitions

Survey AccessibilityBoth Design and Assistive Technology

Data Cleaning

Recommendations:

Universal Research DesignRespects participantsInvolves participantsIs fully accessibleConsiders privilege and oppressionHas meaningful practical outcomes

Explore identity intersections and influence of researcher positionality

Small Group Work

At this time we are going to spend 15 minutes working in small groups.

We will divide into two groups.

Practitioners are in group 1 and researchers or graduate students are in group 2.

Small Group Questions

How could you use these concepts to shape your assessment or research efforts?

What challenges are you facing/do you anticipate facing as you conduct your research/assessment?

Which model presented is useful in your work with people with disabilities? What are the strengths and limitations?

What questions remain for you?

Report Back

Summarize your study

Common themes across studies

Areas for improvement

Questions

Access our PowerPoint, articles, and resources at:

https://disabilityresearchinhighereducation.wordpress.com/

For Further InformationEllen Broido, Bowling Green State University ebroido@bgsu.edu

Kirsten Brown, University of Wisconsin – Madison krbrown7@wisc.edu

Edlyn Peña, California Lutheran University epena@callutheran.edu

Susan Rankin, Penn State (retired) sxr2@psu.edu

Lissa Stapleton, University of Southern Mississippi lissa.stapleton@msu.edu

Katherine Stygles, Bowling Green State University kstygle@bgsu.edu