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Browsing by Author "Dockendorff, Kari, advisor"

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    Complicating understandings of dis/ability apparentness: developing a scale of dis/abled apparentness in educational settings
    (Colorado State University. Libraries, 2023) Wilke, Autumn K., author; Dockendorff, Kari, advisor; Poon, OiYan, committee member; Daum, Courtenay, committee member; Archibeque-Engle, Shannon, committee member
    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.
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    I love the work, but the work doesn't love me: a constructivist study on the stories and lived experiences of transgender staff of color who report discrimination in higher education
    (Colorado State University. Libraries, 2024) Sérráno, Bri Carmen, author; Dockendorff, Kari, advisor; Muñoz, Susana, committee member; Rivera, Carmen, committee member; Demirjyn, Maricela, committee member
    Transgender people in the United States are experiencing an unprecedented amount of anti-trans laws and rhetoric (Yurcaba, 2024). Simultaneously, there is limited research on the experiences of transgender staff of color in higher education and their experiences of reporting discrimination (Pitcher, 2017; Siegel, 2019). Therefore, a study focusing on the lived experiences of trans staff of color who report discrimination is timely and necessary to inform how colonial institutions confront discrimination reporting and processes. The centering of marginalized people is essential to understanding the experiences trans staff of color have with the processes and practices of institutions receiving discrimination reports, which not only reflect their experiences but also the experiences of other transgender people in higher education. The study uses a constructivist qualitative (Merriam, 2014) research methodology and implements the decoloniality for a trans* of color critique (Salas-SantaCruz, 2021) framework to analyze findings. The findings reveal five themes of the lived experiences of transgender staff of color and coloniality: white cissexist capitalism and normative violence, white cissexist imperialism in higher education, psychological demotion and policing of transgender bodies, inconsistency and dismissiveness of reports of discrimination, and institutional negligence and reconciling emotions after reporting discrimination. Continued research on the experiences of transgender staff of color in higher education is needed, as critiques and understandings of non-discrimination policies and practices and addressing the incompetence of administrative leaders and supervisors in higher education, inadequately meeting the needs of transgender staff of color to meet their basic position duties. Higher education institutions, administrators, and policymakers need to take immediate action to humanize, empathize, and identify the next steps in ensuring transgender staff of color are not violently dehumanized in the workplace.