Disabled Faculty Study

Overview. The Disabled Faculty Study is a multi-phase project involving an anonymous survey (n=267) and semi-structured interviews (n=34 and continuing), with focus on themes including 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. The survey phase samples self-identified faculty with mental-health disabilities; the interview phase samples faculty with a wide range of disabilities, including blindness, deafness, mobility impairment, chronic illness, mental illness, and autism.

Collaboration. Other researchers collaborating 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 me if you would like access to the initial survey 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.


Grant Support

  • Price, Margaret and Stephanie L. Kerschbaum, co-PIs. Research Initiative Grant. Conference on College Composition and Communication.
  • Salzer, Mark M., PI. U.S. Department of Health and Human Services, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). Grant H133B100037.