Inclusion, sign language, and qualitative research interviewing

Kerschbaum, Stephanie L.

doi:10.4324/9781003033264-5

Cited by 13 publications

(4 citation statements)

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“…We also followed an approach of centering disability , which places disability as an integral part of the interview process that fosters flexibility and innovation. 38,39…”

Section: Discussionmentioning

confidence: 99%

Experiences of faculty and scientists with disabilities at academic institutions in the United States

Castro,

Cerilli,

et al. 2024

Preprint

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Introduction. People with disabilities are underrepresented in higher education, facing systematic obstacles such as inaccessible institutions and difficulties in obtaining accommodations. This qualitative study aims to shed light on barriers to accessibility and disability inclusion in STEM and research institutions through confidential qualitative interviews with disabled faculty and scientists. Methods. We recruited participants (via virtual flyers) working in the United States (U.S.) as research faculty or scientists that applied for grant funding (last five years), and self-identified as having a disability. Interviews (n=35) were conducted via semi-structured one-on-one live interviews or written interviews to accommodate participants' needs. Data were analyzed by two study members using content analysis to identify themes and codes until saturation was reached. Results. Themes included identity/visibility, career trajectories, accessibility, accommodations, bias, representation, and inclusion. Some participants reported not disclosing their disabilities at work or during hiring processes due to fear of negative perceptions from peers or potential employers. Experiences around stigma and bias were noted both in professional relationships and when interacting with disability service offices, underscoring difficulties and delays in processes to secure accommodations. Respondents highlighted the issues of lack of disability inclusion and low representation of people with disabilities in academia, elevating the importance of self-advocacy, and of role models and mentors in shaping career pathways for future researchers with disabilities. Conclusion. Faculty with disabilities encounter systematic barriers at academic institutions, and lack of acknowledgement and research on these experiences has held back institutional and policy changes. To reduce disparities for disabled faculty, academic leadership must allocate resources to address ableism, create more inclusive environments, and raise standards beyond ADA compliance.

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“…We also followed an approach of centering disability , which places disability as an integral part of the interview process that fosters flexibility and innovation. 38,39…”

Section: Discussionmentioning

confidence: 99%

Experiences of faculty and scientists with disabilities at academic institutions in the United States

Castro,

Cerilli,

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…has frequently excluded disabled people-particularly bodyminds assumed to be unthinkable and unlivable" (Nusbaum et al, in press). We thus engage this focus in response to the call for the field of qualitative research to center disabled bodyminds (Kerschbaum & Price, 2017;Lester & Nusbaum, 2018. This call is one that has sought to imagine an otherwise (Anders & Lester, 2019); that is, a qualitative research practice that thinks with disabled bodyminds (Lester & Nusbaum, 2021) and assumes "disability embodiment as a source of methodological advancement" (Nusbaum et al, in press).…”

Section: Folding and Unfolding Across Universal Design And Digital In...mentioning

confidence: 99%

“…We have made such arguments ourselves (Paulus & Lester, 2022); yet, even in doing so, we acknowledge that there are existing policies, sociopolitical structures, and normative research practices that shape the boundaries of digital inclusion. And, here we consider this folding reality as one that is full of potentiality–opening up new spaces to include research participants and communities that might otherwise be excluded and/or erased—and yet also critiqued as persistently privileging the “normative bodymind” (Kerschbaum & Price, 2017, p. 99). We examine some of these tensions next.…”

Section: Folding and Unfolding Across Universal Design And Digital In...mentioning

confidence: 99%

“…Furthermore, what has been most often written about in the methodological literature has centered on describing and envisioning digital inclusion as simply adapting methods or making accommodations. Rather, it is essential to evaluate how underlying many qualitative methodologies and methods is a persistent emphasis on ableist, normative expectations (Kerschbaum & Price, 2017; Lester & Nusbaum, 2018, 2021). Kerschbaum and Price noted that despite the promise of new technologies for expanding who and how participants engage in research interviews, much of the literature still foregrounds a “normative bodymind” (p. 99), limiting the degree to which digital inclusion can be achieved.…”

Section: Folding and Unfolding Across Universal Design And Digital In...mentioning

confidence: 99%

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Digital Worlds and Our Folding Realities: Implications for Qualitative Inquiry

Zhao

Lester

Paulus

2023

Qualitative Inquiry

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In this article, we think with the ongoing conversations on “embracing digital worlds” through juxtaposing the methodological practices enabled by “digital worlds” with the writings of science fiction. Specifically, we leverage the criticality of a Chinese sci-fi text, Folding Beijing, to shed light on issues of equity and justice in qualitative inquiry. This approach allows us to interrogate, problematize, and trespass the boundaries of the digital worlds as well as the underlying digital infrastructure. We discuss three types of boundaries that shape our use of digital tools/spaces: broadband internet accessibility, the borders of language, and universal design and digital inclusion.

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Introduction

2024

Crip Spacetime

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The current system of accommodation in higher education is not only ineffective; it actively impedes sustainable access. Crip spacetime, a theory of disability that focuses on systems, power, and privilege rather than individuals, demonstrates how and why that occurs. The theory of crip spacetime was developed through a twelve-year-long survey and interview study of more than three hundred disabled employees in higher education. Crip spacetime is formed through four major themes, or dimensions: space, time, cost, and accompaniment.

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Inclusion, sign language, and qualitative research interviewing

Cited by 13 publications

References 1 publication

Experiences of faculty and scientists with disabilities at academic institutions in the United States

Experiences of faculty and scientists with disabilities at academic institutions in the United States

Digital Worlds and Our Folding Realities: Implications for Qualitative Inquiry

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