Complicating understandings of dis/ability apparentness: developing a scale of dis/abled apparentness in educational settings

This research study presents the Scale of Dis/ability Apparentness in Education Settings (SDAES) to explore the complex and dynamic nature of dis/abled apparentness among college students. The study combines qualitative and quantitative data to examine five key domains: Environment, Ableism, Identity, Taking Action, and Embodied Dis/ability, shedding light on the intricate interplay between these domains and the influence of demographics and dis/ability contexts. The findings challenge the binary concept of visible and invisible dis/ability, emphasizing the nuanced and ever-changing nature of apparentness. Key implications for practitioners include addressing experiences of ableism, prioritizing dis/ability identity, and recognizing the importance of self-reported visibility. Researchers are urged to diversify samples, disaggregate data, and further investigate the role of socio-economic status and other identities in dis/abled apparentness. Overall, the SDAES offers a comprehensive framework to understand the multifaceted experiences of dis/abled college students in educational settings and highlights the active agency of dis/abled individuals in shaping their apparentness.

Name thesis:degree_name

Doctor of Philosophy (Ph.D.)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education

Grantor dc:publisher

Colorado State University. Libraries

Year dc:date.issued

2023

Authors dc:creator

• Wilke, Autumn K., author
• Dockendorff, Kari, advisor
• Poon, OiYan, committee member
• Daum, Courtenay, committee member
• Archibeque-Engle, Shannon, committee member

• apparentness
• DisCrit
• scale development
• disability
• ableism
• identity

Statement dc:rights

• Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.

Language dc:language.iso

eng, English

Identifier URI

https://doi.org/10.25675/3.02329

OAI identifier oai:identifier

oai:mountainscholar.org:10217/237419