Going through the back door: Chronically ill academics’ experiences as ‘unexpected workers’

Stone, Sharon-Dale; Crooks, Valorie A.; Owen, Michelle

doi:10.1057/sth.2013.1

Cited by 37 publications

(23 citation statements)

References 37 publications

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“…35,63,[66][67][68][69][70][71] Many studies highlighted the impact of MS on people's careers and employment. 9,43,50,53,59,63,[72][73][74][75] The presence of supportive structures and environments at work were factors influencing whether people living with MS chose to remain in employment or not. 59,75 Disclosing or concealing a diagnosis was an important consideration in maintaining a sense of identity and avoiding stigma.…”

Section: Loss Of Valued Roles and Activities And The Threat Of A Cmentioning

confidence: 99%

“…9,32,35,66 Reasons included maintaining professional perceptions, 66,75 not wanting to be seen as different or disabled, 35,42,47,59,65,66,75 and uncertainty about how others would respond. 9,47,59,73 When people living with MS did disclose their diagnosis, they reported both positive reactions, such as being supported and accommodated, 66,75,76 and negative reactions, including having their work competency questioned 43,59,76 and being treated dismissively. 59,75,76…”

Section: Loss Of Valued Roles and Activities And The Threat Of A Cmentioning

confidence: 99%

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‘It struck at the heart of who I thought I was’: A meta‐synthesis of the qualitative literature examining the experiences of people with multiple sclerosis

Desborough

Brunoro

Parkinson

et al. 2020

Health Expectations

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Background People with multiple sclerosis (MS) have varied experiences and approaches to self‐management. This review aimed to explore the experiences of people with MS, and consider the implications of these experiences for clinical practice and research. Methods A meta‐synthesis of the qualitative literature examining experiences of people with MS was conducted using systematic searches of ProQuest, PubMed, CINAHL and PsycINFO. We incorporated feedback from team members with MS as expert patient knowledge‐users to capture the complex subjectivities of persons with lived experience responding to research on lived experience of the same disease. Results Of 1680 unique articles, 77 met the inclusion criteria. We identified five experiential themes: (a) the quest for knowledge, expertise and understanding, (b) uncertain trajectories (c) loss of valued roles and activities, and the threat of a changing identity, (d) managing fatigue and its impacts on life and relationships, and (f) adapting to life with MS. These themes were distributed across three domains related to disease (symptoms; diagnosis; progression and relapse) and two contexts (the health‐care sector; and work, social and family life). Conclusion The majority of people in the studies included in this review expressed a determination to adapt to MS, indicating a strong motivation for people with MS and clinicians to collaborate in the quest for knowledge. Clinicians caring for people with MS need to consider the experiential and social outcomes of this disease such as fatigue and the preservation of valued social roles, and incorporate this into case management and clinical planning.

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Section: Loss Of Valued Roles and Activities And The Threat Of A Cmentioning

confidence: 99%

Section: Loss Of Valued Roles and Activities And The Threat Of A Cmentioning

confidence: 99%

‘It struck at the heart of who I thought I was’: A meta‐synthesis of the qualitative literature examining the experiences of people with multiple sclerosis

Desborough

Brunoro

Parkinson

et al. 2020

Health Expectations

View full text Add to dashboard Cite

show abstract

“…Make no mistake, this exclusion is a consequence of deliberate actions by policymakers and those who have considerable influence (Griffiths 2017); therefore, disabled people and their organisations must continue to mobilise, strategise, and advocate for the specific changes required to realise a safe, fair, and inclusive society. A part of this means ensuring that administrators begin to consistently consider disabilities and chronic illness when they create policies to ensure employee wellbeing (Stone, Crooks & Owen 2013). This must include policies that are sensitive to shadow barriers and whose core does not subscribe to the belief that disability is a fiscal detriment to the HEI warranting a person's removal.…”

Section: Resultsmentioning

confidence: 99%

“…We each expressed that it is HEIs' dedication to these expectations, which contains the belief that these standards should be achievable, with no investment from the HEI, that block our full participation and inclusion into academia. When we violate these inaccurate assumptions our impairments became synonymous with inability (Stone, Crooks & Owen 2013). Our personal narratives about our experiences in academia demonstrate how these expectations and misunderstandings about disability, supported by a non-disabled academic hegemony, harm disabled academics.…”

Section: Our Shared Experiencesmentioning

confidence: 90%

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Reporting from the Margins: Disabled Academics Reflections on Higher Education

Olsen

Griffiths²,

Soorenian

et al. 2020

Scandinavian Journal of Disability Research

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This article is rooted in the narratives of four disabled people with obvious impairments within higher education institutions (HEI). Their lived experiences highlight how the adoption of the neoliberal agenda by HEIs has ensured the continued exclusion of disabled academics. This article shares how the implementation of mainstream business structures, and the business ethos, has been experienced by disabled academics seeking equality of education and professional academic opportunities. It demonstrates the personal impacts that can occur when institutions vehemently value income over inclusion and when academic staff adhere to these standards. If the doors to academia were closed to disabled people in the past, neoliberalism has surely locked them.

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Resistance from the margin: An autoethnographic account of academic ableism

Kwon

2023

Human Resource Dev Quarterly

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Ableism—which refers to a socially‐sanctioned preference for normative bodies and minds, and which presumes one's abilities—is prevalent in any social system, including academia. However, despite an evolving disciplinary identity that seeks to improve work systems by addressing critical social issues, human resource development (HRD) as a field has done little to understand or advocate for the experiences of academics with disabilities. To challenge directly prevailing ableist assumptions and practices in academia, the present autoethnographic study was undertaken to reflect upon and detail my own experience of becoming an academic with a disability, specifically in the field of HRD. The story presented in this article presents evidence of unique challenges and opportunities facing an academic with a disability and seeks to stimulate meaningful dialogue around how to create a welcoming and inclusive academic culture for all. This article also advances autoethnography as a viable research methodology that allows for the authentic voices of members from marginalized communities and mobilizes change.

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Going through the back door: Chronically ill academics’ experiences as ‘unexpected workers’

Cited by 37 publications

References 37 publications

‘It struck at the heart of who I thought I was’: A meta‐synthesis of the qualitative literature examining the experiences of people with multiple sclerosis

‘It struck at the heart of who I thought I was’: A meta‐synthesis of the qualitative literature examining the experiences of people with multiple sclerosis

Reporting from the Margins: Disabled Academics Reflections on Higher Education

Resistance from the margin: An autoethnographic account of academic ableism

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