A different diversity?

Shallish, Lauren

doi:10.4324/9781315644004-2

Cited by 7 publications

(1 citation statement)

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“…However, students with some impairments may require longer periods of time to complete tasks, often resulting in a need for lower class loads or taking breaks and extending one’s time to degree (Brown & Broido, 2020). Thus, the preference for normativity is interwoven into institutional definitions of success (Shallish, 2017) and public policy (Knight et al, 2018).…”

Section: Relevant Literaturementioning

confidence: 99%

Doing my best, being healthy, and creating connections: Disabled students’ narratives of collegiate success.

Wilke¹,

Brown²,

Evans³

et al. 2023

Journal of Diversity in Higher Education

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Dominant ideas of student success, such as grade point average (GPA), persistence, and graduation, are constructed as desirable and normalized within educational systems. However, research with minoritized populations, such as lesbian, gay, trans * , bisexual, queer+ (LGTBQ+) students or Native American students, demonstrates that students' definitions of success may not align with normative frameworks. Disabled students represent over 19% of undergraduates in the United States. Although disabled students are an important and growing population, their definitions of success remain unexplored. Existing research indicates that academic definitions of success are likely to reflect the ableism woven into postsecondary institutions and thus practitioners or researchers who are socialized into normative paradigms of success may have difficulty supporting disabled students' learning and development. In this study, we used cripistemological frameworks and narrative methodological approaches to explore 24 disabled students' stories of success. Students' definitions differed from those of their institutions; students focused on social integration, being and staying healthy, learning new concepts, and building communities. We found that disabled students "cripped" success by resisting normative definitions. Although students held academic goals, those goals were substantively adapted to fit with crip time, crip trying, and creating community. One student in this study demonstrated crip gain by viewing their disability as an advantage, while others directly challenged the ideological systems that are used to construct smartness. When interpreting these findings, it is important to understand that they represent predominantly White-lived experiences. Future research must include perspectives of disabled students of color.

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Section: Relevant Literaturementioning

confidence: 99%