Academic Ableism and the Experiences of Disabled and Neurodiverse Ph.D. Students in LIS Programs
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2024
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| _version_ | 1867181562239385600 |
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| author | Keren Dali Deborah H. Charbonneau |
| author_facet | Keren Dali Deborah H. Charbonneau Keren Dali Deborah H. Charbonneau |
| collection | Education Resources Information Center |
| contents | Academic Ableism and the Experiences of Disabled and Neurodiverse Ph.D. Students in LIS Programs Keren Dali Deborah H. Charbonneau Students with Disabilities Doctoral Students Library Science Information Science Barriers Affordances Attitudes toward Disabilities Social Bias Educational Policy Educational Practices Educational Technology Educational Environment Social Support Groups Networks Altruism College Faculty Teacher Role Foreign Countries Autism Spectrum Disorders Student Attitudes This article continues the discussion of the experiences of disabled and neurodiverse Ph.D. students in Library and Information Science programs in American and Canadian universities, following up on the previous report that addressed their struggles during and in the immediate aftermath of the COVID-19 pandemic. This article directs attention to their experiences in Ph.D. programs irrespective of the pandemic and focuses on both existing barriers and support mechanisms. Based on the results of a qualitative, online, self-administered survey, guided by hermeneutic phenomenology, the study identifies barriers rooted in attitudes and perceptions; policies and procedures; information and communication; physical spaces; virtual spaces and technology; and access to support services and networks. At the same time, an only mitigating factor and an only sustainable and consistently mentioned support mechanism was the good will, compassion, and supportive actions of individual faculty members. The article places the analysis and interpretation of empirical data in the context of academic ableism, conceptualizing the situation of Ph.D. students as a lingering state that was not improved even through the lessons and experiences of the pandemic. |
| format | Recurso educativo Open Access |
| id | eric_EJ1442428 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | Academic Ableism and the Experiences of Disabled and Neurodiverse Ph.D. Students in LIS Programs Keren Dali Deborah H. Charbonneau Students with Disabilities Doctoral Students Library Science Information Science Barriers Affordances Attitudes toward Disabilities Social Bias Educational Policy Educational Practices Educational Technology Educational Environment Social Support Groups Networks Altruism College Faculty Teacher Role Foreign Countries Autism Spectrum Disorders Student Attitudes Academic Ableism and the Experiences of Disabled and Neurodiverse Ph.D. Students in LIS Programs Keren Dali Deborah H. Charbonneau Students with Disabilities Doctoral Students Library Science Information Science Barriers Affordances Attitudes toward Disabilities Social Bias Educational Policy Educational Practices Educational Technology Educational Environment Social Support Groups Networks Altruism College Faculty Teacher Role Foreign Countries Autism Spectrum Disorders Student Attitudes This article continues the discussion of the experiences of disabled and neurodiverse Ph.D. students in Library and Information Science programs in American and Canadian universities, following up on the previous report that addressed their struggles during and in the immediate aftermath of the COVID-19 pandemic. This article directs attention to their experiences in Ph.D. programs irrespective of the pandemic and focuses on both existing barriers and support mechanisms. Based on the results of a qualitative, online, self-administered survey, guided by hermeneutic phenomenology, the study identifies barriers rooted in attitudes and perceptions; policies and procedures; information and communication; physical spaces; virtual spaces and technology; and access to support services and networks. At the same time, an only mitigating factor and an only sustainable and consistently mentioned support mechanism was the good will, compassion, and supportive actions of individual faculty members. The article places the analysis and interpretation of empirical data in the context of academic ableism, conceptualizing the situation of Ph.D. students as a lingering state that was not improved even through the lessons and experiences of the pandemic. |
| title | Academic Ableism and the Experiences of Disabled and Neurodiverse Ph.D. Students in LIS Programs |
| topic | Students with Disabilities Doctoral Students Library Science Information Science Barriers Affordances Attitudes toward Disabilities Social Bias Educational Policy Educational Practices Educational Technology Educational Environment Social Support Groups Networks Altruism College Faculty Teacher Role Foreign Countries Autism Spectrum Disorders Student Attitudes |
| url | https://eric.ed.gov/?id=EJ1442428 |