Disability cultural centers: How colleges can move beyond access to inclusion

Chiang, Evelyn S.

doi:10.1080/09687599.2019.1679536

Cited by 18 publications

(16 citation statements)

References 7 publications

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“…Marisol, a biracial Black and Mexican student with multiple dis/abilities, encountered numerous barriers registering with her campus's DRC. DRCs are "offices that serve students with disabilities primarily focus[ed] on academic accessibility and accommodations, as mandated by legislation such as the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973" (Chiang, 2020(Chiang, , p. 1184. Many DRCs require students to provide proof of disability from a doctor or other professional before they can access accommodations (Dolmage, 2017;Evans et al, 2017;Karpicz, 2020;Kerschbaum et al, 2017;Zehner, 2018).…”

Section: Black and Brown Dis/abled Students Navigated Racialized Perc...mentioning

confidence: 99%

Theorizing Racist Ableism in Higher Education

Mireles

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Although research on the experiences of multiply-marginalized Black and Brown students with dis/abilities in higher education is limited, this growing body of work indicates that these students navigate racialized perceptions of ability, which impact their experiences on college and university campuses. This research highlights the need for intersectional frameworks that consider students’ multiple identities and the limitations of single-identity–focused frameworks. Purpose/Objective/Research Question/Focus of Study: Centering the counternarratives of 10 Black and Brown undergraduate students with dis/abilities across five college and university campuses, this article uses critical race theory (CRT), disability critical race theory (DisCrit), and racist nativism to develop a conceptual framework of racist ableism. Racist ableism bridges CRT, DisCrit, and racist nativism to describe how particular forms of ableism, informed by racist attitudes and beliefs, oppress and dehumanize Black and Brown people based on actual or perceived (or, inversely, lack of perceived) dis/ability, thereby reinforcing the relationship between whiteness and ability. Research Design: I examined the counternarratives of 10 Black and Brown undergraduate students who identified or have the lived experience of dis/ability. Counternarratives allowed me to center the stories of students. I identify three overarching findings: (1) Black and Brown dis/abled students navigated racialized perceptions of intelligence, productivity, and academic capability; (2) Black and Brown dis/abled students were pathologized as lazy and/or deviant, which minimized or erased their access needs; and (3) Black and Brown dis/abled students resisted racist ableist discourses. Conclusions/Recommendations: The counternarratives of students reveal how racialized perceptions of ability shaped their experiences interacting with staff and their ability to access institutional supports such as accommodations. They also reveal the critical raced-disabled epistemologies of Black and Brown students who identify or have been labeled as dis/abled. Their counternarratives highlight the need for: (1) intersectional frameworks that account for the ways in which racism and ableism are interconnected, and (2) race-conscious policies and practices that consider their multidimensional identities.

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Section: Black and Brown Dis/abled Students Navigated Racialized Perc...mentioning

confidence: 99%

Theorizing Racist Ableism in Higher Education

Mireles

2022

Teachers College Record: The Voice of Scholarship in Education

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“…To comply with federal legislation, many campuses have designated disability resource centers that "primarily focus on academic accessibility and accommodations" and "strive to ensure that students can access course content and materials" [60] (p. 1184). These centers must provide reasonable accommodations, such as qualified sign language interpreters, note takers, screen reader software, and academic adjustments, including extended time for tests and completion of coursework [59].…”

Section: Accommodations For Students With Dis/abilities In Higher Educationmentioning

confidence: 99%

Dis/abled Student Campusmaking: Sites of New Possibility

Comeaux¹,

Mireles²,

Acha³

2021

Education Sciences

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Scholars have attempted to reveal the structural barriers that dis/abled students cope with and navigate during college, but it remains unclear how these students interpret their experiences on campus and what strategies they employ to manage and respond to unsupportive and hostile campus climates. In this paper, we describe freedom movements that sought to secure equal access to opportunities and rights for people with dis/abilities, and we highlight and explain forms of resistance among d/Deaf and dis/abled postsecondary students. To do so, we draw on dis/ability critical race theory and also advance the concept of campusmaking, which refers to the ways that students navigate complex campus spaces and create sites of togetherness and resistance. We discuss broader structural and climate issues facing college students with dis/abilities, particularly those who are Black, Indigenous, and people of color. In so doing, we gain insight into dis/abled student campusmaking amid and in spite of ableist and racist postsecondary contexts. We conclude with a discussion of the gaps in existing research and the questions that warrant further study.

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“…In this way, the stigma associated with disability can be a marginalizing factor in itself, even in efforts that are ostensibly designed to help disabled students (Artiles, 2019;Mueller, 2021). Because such work is grounded in a deficit view of disabled students, it obscures their unique strengths (Fox et al, 2019;Chiang, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Because such work is grounded in a deficit view of disabled students, it obscures their unique strengths ( Fox et al. , 2019 ; Chiang, 2020 ).…”

Section: Introductionmentioning

confidence: 99%