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).
  • 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.
  • 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.
  • 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?”

Collaboration

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 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.

Publications

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.

Media