Baccalaureates or Burdens? Complicating "Reasonable Accommodations" for American College Students with Disabilities

This paper examines the controversy surrounding American college students' use of disability accommodations, a process many find unfair or undue, in two ways: (1) by critically unpacking the processes for obtaining accommodations to highlight intersectional issues of who has—or is barred from—access to such services; and (2) by using a rhetorical lens to analyze how the term "accommodation" influences perceptions of disabled students. By combining these processual and rhetorical approaches, this work uncovers significant issues regarding how university students with disabilities are treated on college campuses. Such research is important because disabled individuals are less than half as likely as their nondisabled peers to earn college degrees. Thus, despite ADA laws and pushes for inclusivity and diversity on college campuses, the American higher education system continues to fail a significant part of the nation's population.

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The Negative Impact of Racial Microaggressions on College Students of Color

10.4018/978-1-7998-8532-0.ch010 ◽

2022 ◽

pp. 157-169

Author(s):

Angela M. Powell

Keyword(s):

College Students ◽

Students With Disabilities ◽

Students Of Color ◽

Negative Impact ◽

Racial Microaggressions ◽

College Campuses ◽

Adverse Impact ◽

Mental Disabilities ◽

College Students With Disabilities ◽

The Impact

The goal of this chapter is to describe the adverse impact of racial microaggressions on college students, particularly as it pertains to their decreased self-esteem and academic achievement. It will also provide insight on specific forms of microaggressions and how they may be perceived by various targeted groups. Although this chapter focuses on the impact of microaggressions on college students of color, the adverse effects on college students with disabilities, LGBTQ students, and students with physical and mental disabilities are to be noted as equally detrimental. Finally, this chapter will include implications to deconstruct racial microaggressions and provide insight on how educators and administrators may disarm racial microaggressions in the classroom and on college campuses in general.

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Qualitative Analysis of the Barriers College Students With Disabilities Experience in Higher Education

Journal of College Student Development ◽

10.1353/csd.2015.0032 ◽

2015 ◽

Vol 56 (3) ◽

pp. 209-226 ◽

Cited By ~ 38

Author(s):

Barbara S. S. Hong

Keyword(s):

Higher Education ◽

College Students ◽

Qualitative Analysis ◽

Students With Disabilities ◽

College Students With Disabilities

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Can I Afford To Be On Campus?: Do College Students with Disabilities Understand COVID-19 Vaccination Costs?

10.1101/2021.11.04.21265924 ◽

2021 ◽

Author(s):

Zach W. Taylor ◽

Chelseaia Charran

Keyword(s):

Higher Education ◽

College Students ◽

Students With Disabilities ◽

Higher Education Policy ◽

First Generation ◽

First Generation College Students ◽

Full Time ◽

Access To Higher Education ◽

First Generation College ◽

College Students With Disabilities

Institutions of higher education have mandated COVID-19 vaccinations for students wishing to return to an on-campus, in-person learning experience. However, college students with disabilities (SWDs) may be hesitant to take a COVID-19 vaccine for a variety of reasons, possibly delaying or denying students access to higher education. Yet, an under-researched aspect of COVID-19 vaccinations and related communication is whether college students with disabilities understand that the COVID-19 vaccine is free and whether that understanding varies by intersectional identities. As a result, the research team surveyed 245 college students with disabilities to explore student knowledge of vaccine costs and whether differences exist between groups. Data suggests many college students with disabilities do not know that COVID-19 vaccinations are free: White/Caucasian SWDs were most aware of COVID-19 vaccines being free (23.6%), while Latinx students were least aware (1.3%). Moreover, women were more aware of free COVID-19 vaccines (14.8%) than men (11.4%), first generation college students were more aware (15.6%) than non-first generation college students (12.2%), and full-time students (19%) were more aware than part-time students (8.9%). Overall, less than 25% of SWDs understood that COVID-19 vaccines are free. Implications for health communication, vaccine awareness, and higher education policy are addressed.

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Saving Face: Inclusive Communication With College Students With Disabilities Using Politeness And Face Negotiation

Journal of Diversity Management (JDM) ◽

10.19030/jdm.v7i2.7477 ◽

2012 ◽

Vol 7 (2) ◽

pp. 97-108 ◽

Cited By ~ 2

Author(s):

Karen A. Myers ◽

Christine Spudich ◽

Dimana Spudich ◽

Sarah E. Laux

Keyword(s):

Higher Education ◽

College Students ◽

Social Justice ◽

Students With Disabilities ◽

Communication Preferences ◽

Face Negotiation ◽

Face Saving ◽

Saving Face ◽

And Behaviors ◽

College Students With Disabilities

Have I offended anyone today? Have I been insensitive? Creating welcoming inclusive environments for students with and without disabilities is a higher education imperative. The academy strives to create diverse and welcoming atmospheres for students and educators and employ social justice and face saving measures to encourage respectful communication and discourage discriminatory behaviors. With the increase of college students with disabilities, professionals need to be comfortable and confident in their communication tactics. Applying politeness and face-negotiation theories to the communication preferences and behaviors of college students with disabilities, this article offers practice-oriented applications for respectful inclusive communication.

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