- The Disabled Faculty Study is a multi-phase project involving an anonymous survey (n=267) and semi-structured interviews (n=36).
- The survey phase includes self-identified faculty with mental-health disabilities; the interview phase includes faculty with a wide range of disabilities, including blindness, deafness, mobility impairment, chronic illness, mental illness, and autism.
- Focal themes include disclosure, accommodation, space and time, forms of support, and differences in experience across factors such as race, gender, rank, geographic location, type of disability, and type of institution.
- Our sampling method for the interview phase is maximum variation or diversity sampling. This approach seeks to gather as many different stories and experiences as possible. The key question for this sampling method is not “Who is typical or representative of a group?” but rather “Who is unimagined? What new questions might be discovered through learning from the unimagined?”
- Other researchers who have worked on this project include Dr. Stephanie Kerschbaum of the University of Delaware, and Dr. Mark Salzer and Dr. Amber O’Shea of the Temple University Collaborative on Community Inclusion.
Further research needed
- The Disabled Faculty Study examines the experiences of disabled teaching faculty, including those in non-tenure-track positions. However, much more research remains to be done, including studies that focus on the experiences of graduate students, clinical faculty, and staff.
- Please contact Margaret Price if you would like access to the survey questions or the interview guide used in this study. I encourage other researchers to read our team’s work, consider our methods, and share findings in order to expand knowledge about disabled people in university life more generally. Note: we do not share the raw data gathered during this study.
- Price, Margaret. “The Precarity of Disability/Studies in Academe.” Precarious Rhetorics. Ed. Wendy Hesford, Adela Licona, Christa Teston. Series in New Directions in Rhetoric and Materiality. Columbus, OH: The Ohio State University Press. 191-211.
- Price, Margaret and Stephanie L. Kerschbaum. “Promoting Supportive Academic Environments for Faculty with Mental Illnesses.” A resource guide from the Temple University Collaborative on Community Inclusion. 2017.
- Price, Margaret, Mark S. Salzer, Amber M. O’Shea, and Stephanie L. Kerschbaum. “Disclosure of Mental Disability by College and University Faculty: The Negotiation of Accommodations, Supports, and Barriers.” Disability Studies Quarterly 37.2 (2017).
- Price, Margaret. “Un/Shared Space: The Dilemma of Inclusive Architecture.” Disability, Space, Architecture: A Reader. Ed. Jos Boys. London/New York: Routledge, 2017. 155-172.
- Kerschbaum, Stephanie L. and Margaret Price. “Centering Disability in Qualitative Interviewing.” Research in the Teaching of English 52.1 (2017).
- Price, Margaret and Stephanie L. Kerschbaum. “Stories of Methodology: Interviewing Sideways, Crooked, and Crip.” Canadian Journal of Disability Studies 5.3 (2016).
- Kerschbaum, Stephanie L., Amber M. O’Shea, Margaret Price, and Mark S. Salzer. “Accommodations and Disclosure for Faculty Members with Mental Disability.” Negotiating Disability: Disclosure and Higher Education. Ed. Stephanie L. Kerschbaum, Laura T. Eisenman, and James M. Jones. Ann Arbor: University of Michigan Press. In press.
- Price, Margaret and Stephanie L. Kerschbaum (co-PIs). Research Initiative Grant. Conference on College Composition and Communication. 2014-2016.
- Salzer, Mark M., PI. U.S. Department of Health and Human Services, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). Grant H133B100037. 2008-2013.