Complicating understandings of dis/ability apparentness: developing a scale of dis/abled apparentness in educational settings
Date
2023
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Abstract
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.
Description
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Subject
apparentness
DisCrit
scale development
disability
ableism
identity