“They say it’s because I’m migrainous. . .” Contested identities of students with invisible disabilities in medical consultations

Abstract

The objective of this article is to explore the identity construction by students with invisible disabilities as disclosed in medical consultations at a university health center. In particular, I work on the assumption that analysing the discursive processes through which students with invisible disabilities construct, negotiate and resist their roles and identities may contribute to a better understanding of living and studying with an invisible condition. Taking a discourse analytic approach, I consider identity as a dynamic and negotiable process that takes place in specific interactional occasions. The findings have shown that these students sometimes construct contested identities as patients, students, or experts during medical consultations, responding to conflicting expectations of others and their own.

Living with invisible medical disabilities: experiences and challenges of Chilean university students disclosed in medical consultations

“…Some students in our study mentioned that they isolated themselves since they believed that nobody would understand them and they expressed a fear of disclosing their condition to others due to shame and stigma. Other students pointed to stress and anxiety caused by particular teachers and particular courses (see also Sowińska, 2022 ). It is, then, noteworthy to consider how teachers’ lack of awareness or judgemental attitude may affect students with invisible disabilities as this may have a huge impact on the students’ actions, active involvement in decision-making regarding their health or studies, or academic performance.…”