Out of the Disability Closet: Strategic use of perception management by select university students with disabilities

Olney, Marjorie F.; Brockelman, Karin F.

doi:10.1080/713662200

Cited by 111 publications

(82 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One study found that disclosing one's disability and requesting accommodations were common themes discussed by academically successful students with disabilities (Barnard-Brak et al, 2010), yet researchers have found that students often choose not to disclose their disability upon entering college (Belch 2011;Hadley, 2006;Megivern et al, 2003;Olney & Brokelman, 2003;Wagner et al, 2005;Vickerman & Blundell, 2010). One of the reasons for the lack of disclosure is the prevalence of negative attitudes toward individuals with disabilities (Olkin, 1999).…”

Section: Self-advocacymentioning

confidence: 99%

A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

Vaccaro¹,

Daly-Cano²,

Newman³

2015

csd

View full text Add to dashboard Cite

Higher education research suggests that the development of a sense of belonging is key to academic success and persistence, yet we know little about how first-year students with disabilities develop a sense of belonging as they transition into and through their first year in postsecondary environments. Themes from a grounded theory study of 8 college students, most of whom had invisible disabilities, provided the foundation for an emerging model of belonging. Student narratives suggest there are interconnections between the development of a sense of belonging, self-advocacy, social relationships, and mastery of the student role for first-year students with disabilities.

show abstract

Section: Self-advocacymentioning

confidence: 99%

A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

Vaccaro¹,

Daly-Cano²,

Newman³

2015

csd

View full text Add to dashboard Cite

show abstract

“…Beginning with Goffman (1963) considerable research has shown the negative effects of individuals concealing a stigmatized identity (e.g., Ragins 2008;Pachankis 2007;Olney and Brockelman 2003;Smart and Wegner 2000). Students with documented criminal records often face the dilemma of whether to disclose or conceal their stigmatized identities, particularly when disclosing is essential for building trusting relationships.…”

Section: Navigating Stigmatized Identities In the Context Of Higher Ementioning

confidence: 99%

Bearing Stigma, Carrying Gifts: What Colleges Can Learn from Students with Incarceration Experience

Halkovic

Greene

2015

Urban Rev

View full text Add to dashboard Cite

There is an abundance of social science research confirming the positive outcomes associated with higher education for people who have served time in prison (Chappell in J Correct Educ 55(2): 148-169, 2004; Changing minds: the impact of college in a maximum-security prison, Ronald Ridgeway, New York, 2001;Kelso 2000). Despite the evidence, institutions of higher education continue to ignore the findings, while reinforcing negative stigma and imposing institutional barriers to admission for students with documented criminal records (Rosenthal et al. in Boxed out: criminal history screening and college application attrition, Center for Community, New York, 2015). After analyzing focus groups and interviews from a participatory action research project with college students with documented criminal records, we identified a series of themes, which we have labeled gifts (McKnight and Block in The abundant community: awakening the power of families and neighborhoods, Berrett-Koehler Publishers, Inc., San Francisco, 2010; Halkovic et al. in Higher education and reentry: the gifts they bring, John Jay Research, New York, 2013. http://www.johnjayresearch.org/pri/gifts) students with criminal histories bring to their academic communities. These gifts include: deconstructing stigma/teaching the university; the desire to do more and give back; intimate knowledge of how systems work on the ground, and bridging relationships between the academy and underserved communities. Our evidence suggests that students with incarceration experience enhance the academic and civic environment of universities, dispelling the spurious suggestion that they are a risk to campus safety (Drysdale et al. in Campus attacks: targeted violence affecting institutions of higher education, U.S. Department of Justice, Washington, DC, 2010.with specific recommendations institutions of higher education should follow to foster greater inclusion in college communities.

show abstract

“…This may come from lack of awareness, negative attitudes of people toward individuals with disabilities, lack of allies, antiquated policies, and practices, and so forth. As a result, students-particularly those with invisible or "hidden" disabilities-tend not to disclose their disabilities, fearing embarrassment, retribution, marginality, and failure (Olney & Brockelman, 2003;Tripoli, Mellard, & Kurth, 2004).…”

mentioning

confidence: 98%

Allies for Inclusion: Disability and Equity in Higher Education

2013

ASHE Higher Education Report

View full text Add to dashboard Cite

Out of the Disability Closet: Strategic use of perception management by select university students with disabilities

Cited by 111 publications

References 15 publications

A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

Bearing Stigma, Carrying Gifts: What Colleges Can Learn from Students with Incarceration Experience

Allies for Inclusion: Disability and Equity in Higher Education

Contact Info

Product

Resources

About