'Managing' disability: early experiences of university students with disabilities

Recent UK legislation, operational from December 2006, places a duty on all public authorities, including higher education institutions, to actively promote equality of opportunity for people with disabilities. The university studied here has a number of initiatives in place to develop good practice in this area, but how do students themselves experience that provision? Research about people with disabilities has sometimes alienated them by failing to reflect their own perspectives. This study, explicitly aimed at incorporating students' voices and using interview and video data, offers some insight into students' experiences of the aids and obstacles to an inclusive learning environment at one university.     

France, Germany and Islam: Negotiating Identities

Since the 1980s Islam in France and Germany has become part of the discourse of immigrants as well as the public authorities, and a source of action for militants active in voluntary associations. For immigrants it becomes a way of reappropriating an identity. The discourse reflects a sense of belonging to a community, the elements of which are drawn from its practice, its tradition and its rituals. Its organization reflects the expectation of individuals and the public authorities. This essay analyses the interaction between immigrant organizations and the state in France and Germany, and the role of the state in building a community defined by its religion towards the state.     

France,Germany and Islam: Negotiating Identities

Since the 1980s Islam in France and Germany has become part of the discourse of immigrants as well as the public authorities, and a source of action for militants active in voluntary associations. For immigrants it becomes a way of reappropriating an identity. The discourse reflects a sense of belonging to a community, the elements of which are drawn from its practice, its tradition and its rituals. Its organization reflects the expectation of individuals and the public authorities. This essay analyses the interaction between immigrant organizations and the state in France and Germany, and the role of the state in building a community defined by its religion towards the state.     

Not lazy,not faking: teaching and learning experiences of university students with disabilities

This study explores the learning and teaching experiences of 105 disabled students mostly based in England, but with international voices. Students with disabilities are under-represented in universities and tend to have worse post-degree outcomes despite similar attainment rates to their peers. This presents a social justice issue. This article focuses on classroom experiences of these students. Using a survey with qualitative and quantitative elements, students were asked to give details about their experiences in taught settings, about their relationships with academic staff, and about their aspirations. Their responses have been analysed thematically and have been discussed in the context of the discourse around epistemic ignorance and social justice. The study finds that students may feel concerned about anonymity in disclosing disabilities and may be concerned about the way that others perceive them. The study finds that students perceive academic staff as often improperly trained for inclusive teaching.     

Gay Men: Negotiating Procreative,Father, and Family Identities

Our qualitative study examines the social psychology of gay men’s experiences with their procreative, father, and family identities. In‐depth interviews were conducted with 19 childless gay men and 20 gay men in the United States who have fathered using diverse means excluding heterosexual intercourse. By focusing on men aged 19 – 55 residing primarily in Florida and New York, our novel analysis illuminates how emerging structural opportunities and shifting constraints shape gay men’s procreative consciousness. Findings reveal that gay men’s procreative consciousness evolves throughout men’s life course, and is profoundly shaped by institutions and ruling relations, such as adoption and fertility agencies, assumptions about gay men, and negotiations with birth mothers, partners, and others.     

Negotiating Clothing Identities on the Sales Floor

How do salespeople negotiate “clothing identities” with customers? To answer this question, I conducted fieldwork in the women's departments of several luxury goods stores in Paris that sell ready-to-wear clothes. In this negotiating context of personalized service, lower-status individuals (salespersons) propose new identities to higher-status consumers. This comparison of how saleswomen and gay salesmen negotiate clothing identities with women customers examines both their identification with the customers and the role-playing involved. The sales area as a “backstage” permits the “expertise” of the sales staff to mitigate the status differences and gives gay male sales staff latitude in their interactions with female clients. Through a construction of clothing identity from articles from the store, saleswomen present an image of possibilities to customers. Playing the role of personal audience, gay salesmen use their ambiguous gender identity to sell clothing.     

Identity challenges and social experiences of higher education students with disabilities in Slovenia

This article focuses on the experiences and experiencing of disability, policies of self-understanding, and the life plans and aspirations of students with disabilities. The article draws on the results of a qualitative survey of students with disabilities taking courses in various faculties of the University of Ljubljana. The results show that students with disabilities are able to reshape their identities in a way that does not consist of the disability experienced, but is independent of it, and they are able to accept their disability as the reality of life without losing their own purpose of living and life plans. This experience is a significant part of the identity formation of people with disabilities, and the social experience of people with disabilities strengthens their selfhood while also producing new responses and challenges to contemporary issues of identity formation and identity policies.     

Organizing Identities: Immigrant New Yorkers Negotiating Latinidad1

Across the United States, immigrants’ rights protests, marches, and demonstrations captured the attention of the public and of lawmakers in the spring of 2006. Much of the rhetoric that emerged from these mobilizations included an assertion of Latino/a immigrant identity. Based on ethnographic fieldwork and interviews conducted in New York City in 2006 and 2007, this article argues that, confronted with a strong and clear organizational discourse of pan‐ethnic Latino/a unity, Latin American immigrants articulated a variety of identities. I found no clear link between self‐identification as Latino/a and participation in political mobilizations for immigration reform; this is in contrast to previous studies of Latino/a political activity. Examining the interactions, perspectives, and practices of Latin American immigrants involved with one community‐based organization, this study attempts to address the lack of micro‐level studies of immigrants’ everyday lives.     

Lived employment experiences of college students and graduates with physical disabilities in the United States

This phenomenological study aims at understanding lived experiences of college seniors and recent college graduates with physical disabilities seeking employment opportunities after graduation in the USA The extensive interviews revealed that participants’ attitudes about and experiences with disability are diverse (pain to pride, denied accommodation to support); their major areas of concern are their own marketable skills and credentials as well as accessibility and accommodation in workplaces; continued education beyond the baccalaureate is a priority for many participants rather than an immediate transition to work; and the Office of Disability and professors were considered important advising agencies. Even among participants with similar physical disabilities, the symptoms, needs, and experiences varied.     

The Second Generation in Chile: Negotiating Identities,Rights, and Public Policy

This article presents the first study of children born in Chile to at least one migrant parent – the “second‐generation”. Based on a mixed methods and child‐centred approach, this article discusses institutional and experiential aspects of boundary and identity‐making in Chile regarding race and nationality. We first review quantitative data from the state regarding the second‐generation. Building on insights from comparative research on European states’ second‐generation integration policies, we suggest how gathering targeted Census data in Chile can inform the long‐term evaluation of state policies and programs for socio‐cultural inclusion in education and labour. We also present qualitative data from interviews with ten second‐generation children between ages eight to thirteen, born to parents from Peru and Ecuador. We attend to how they negotiate being perceived as “foreign” and/or “Chilean”. Their position in‐between the two categories is an important starting point for policies and discourse to expand notions of citizenship and belonging.     

Participation in higher education for students with disabilities: an Irish perspective

Third level institutions have been encouraged to facilitate greater access and participation for people from marginalized groups who have traditionally been excluded from higher education. In Ireland, as elsewhere, people with disabilities have been included in this process. Few studies have explored the quality of access and participation for students with disabilities within higher education, and this small scale qualitative study aimed to explore this issue. Students with disabilities reported variable access experiences within higher education and physical access remains a serious obstacle to full participation. Generally, there was a low level of awareness of student needs in relation to assistive provision and assessment. A positive and informed staff/college attitude proved crucial in ensuring access and equitable treatment. This research highlights the inherent limitations in the current piecemeal institutional response to provision for students with disabilities. A comprehensive access service is required that addresses the needs of all marginalized groups and becomes an integral part of the third level institution.     

Negotiating a third space for participatory research with people with learning disabilities: an examination of boundaries and spatial practices

The focus of this article is participatory research with and by people with learning disabilities. Drawing on discussions that took place across a series of seminars, we use the concepts of space and boundaries to examine the development of a shared new spatial practice through creative responses to a number of challenges. We examine the boundaries that exist between participatory and non-participatory research; the boundaries that exist between different stakeholders of participatory research; and the boundaries that exist between participatory research with people with learning disabilities and participatory research with other groups. With a particular focus on participatory data analysis and participatory research with people with high support needs, we identify a number of ways in boundaries are being crossed. We argue that the pushing of new boundaries opens up both new and messy spaces and that both are important for the development of participatory research methods.     

Assistive technology and employment: experiences of Californians with disabilities

For people with disabilities, work remains the best route to independence and enacting one's own choices. Assistive technology (AT) is often crucial in removing barriers to employment, and in enabling workers with disabilities to work more productively. A participatory action research project known as Community Research for Assistive Technology surveyed people with disabilities using Independent Living Centers throughout California, in part to identify barriers to employment and study use of job-related AT to overcome such barriers. Across disability groups, disability itself was cited as the primary barrier to employment, with potential loss of benefits and lack of education cited as secondary barriers. A majority of working respondents reported using assistive technology (such as adapted telephones, wheelchairs, magnifiers, and adapted computer equipment) or services to perform job functions. The vast majority of those using job-related AT reported substantial benefits to their productivity and self-esteem. Employees' requests for AT as a workplace accommodation were granted more often than not, but many other employees had to pay for their own workplace AT.     

Ambivalent subjectivities: experiences of mothers with disabilities in Russia

Women with disabilities are still rarely imagined in the role of a mother. Narratives about motherhood that promote traditional gender roles and the primary role of motherhood in women’s lives (pronatalism) in countries like Russia emphasize the value of non-disabled and heteronormative bodies and minds. The lived experiences and the lived citizenship of mothers with disabilities disrupt societal assumptions about motherhood. However, the structural environment of pronatalism inevitably influences the ways in which mothers with disabilities understand motherhood and construct their sense of selves (subjectivities). Drawing on the framework of citizenship and the feminist disability studies literature, this article analyzes how the personal and the political are intertwined. The analysis is based on empirical data obtained from qualitative interviews with 14 mothers with disabilities in a provincial city of Russia.     

'Doing Motherhood': some experiences of mothers with physical disabilities

In this paper, we discuss the experiences of physically disabled mothers. We interviewed 30 women in the age group 28-49 with medical diagnoses such as: multiple sclerosis, neuromuscular diseases, cerebral palsy and spinal cord injury Becoming a mother implied for many 'capturing' a gender or 'recapturing' a lost gender. They women felt they had to go to great lengths to 'present' themselves and their children as managing 'normally' in order to be accepted as 'ordinary' mothers. Eventually, they feared that their children might be taken away from them if they did not live up to other people's expectations. One possible explanation for what they experienced as other people's scepticism might be that disabled people on the whole are primarily still looked upon as being dependent on other people's help and care. In short, they are often looked upon by professionals and lay people as receivers, and not as carers.     

Naming,blaming and claiming ablism: the lived experiences of lawyers and advocates with disabilities

The social model explains that different abilities are not the true cause of disablement. Ablist institutions and practices construct a certain level of ability as disability. How do people respond when they are being disabled by society? This study analyses how 28 advocates and lawyers with disabilities respond when they confront ablism. This study employs the naming, blaming and claiming model to map the conduct of 28 lawyers and advocates with disabilities from Australia, the United Kingdom and the United States. Despite their empowered position, participants often did not claim for every act of ablism. This study analyses why participants did not claim. One of the primary issues raised by participants was a gap between the range of parties who caused disablement in society and the way in which anti-discrimination laws attributed duties.     

Belonging: women living with intellectual disabilities and experiences of domestic violence

Women with an intellectual disability are under-represented in domestic violence research, yet they are one of the most vulnerable groups who are at risk of violence and abuse. This article aims to contribute to the domestic violence field by reporting on a narrative dialogic performative study, which utilised a feminist poststructural perspective to explore significant relationships and the concept of belonging in the lives of women with a mild intellectual disability. Four in-depth narrative interviews were conducted. The study found that the women shared similar stories of devaluation and rejection in childhood and hence the women’s search for belonging contributed to their vulnerability to exploitation and abuse in domestic violence relationships. The paper argues that gendered discourses and constructions of intellectual disability regulate domestic violence as a personal problem or way of life for women with intellectual disabilities.     

Voices from Vietnam: experiences of children and youth with disabilities,and their families,from an Agent Orange affected rural region

This study examines the experiences of young people with disabilities from ethnic minorities, and their families, in central Vietnam. The study is set in an area contaminated by Agent Orange during the Vietnam War. Data were gathered from interviews with youth with disabilities and interviews and focus groups with mothers who had children with disabilities. Respondents expressed confronting multiple barriers to inclusion, education, health and well-being similar to other persons with disabilities and their families from around the world. Participants sought broad-ranging human rights as they described experiencing stigmatization and marginalization from negative social reaction toward disabilities and by residing in a location known for dioxin contamination. The participants’ voices are not only important in informing program responses to support implementation of Vietnam’s new National Law on Persons with Disabilities, but also timely as the US government considers proposed legislation providing material support for Vietnamese nationals affected by Agent Orange.     

Likes,dislikes, supports and barriers: the experience of students with disabilities in university in Ireland

There are more students with disabilities going to college than ever before. It is important that colleges understand the experiences of students with disabilities when in university. This research project was carried out by 12 students with intellectual disabilities who are enrolled in an Irish university, under the guidance of their lecturers. The project looked at four research questions: (1) what do we like about going to college; (2) what do we dislike about going to college; (3) what supports do students with disabilities experience to participation in college; and (4) what barriers do students with disabilities experience to participation in college? The results show many interesting findings about what students with disabilities experience in college and this information can be used to help colleges better support students with disabilities.     

Negotiating accommodations so that work-based education facilitates career development for youth with disabilities

Workers with disabilities are entitled to have their individual needs accommodated in a way that allows them to perform the essential duties of their job. However, adults with disabilities are often lacking in career development and are ill-prepared to negotiate workplace accommodations. This has led educators to seek workplaces that can accommodate the needs of adolescents with disabilities, so these adolescents can learn to negotiate accommodations and enhance their career development through work-based education. This paper reports on two case studies in which employers had agreed to accommodate the needs of adolescents with disabilities participating in work-based education. Social Cognitive Career Theory (SCCT) framed the analyses of these two cases - a case of a student with physical disabilities and a case of a student with developmental disabilities. SCCT proves valuable in understanding the role of work-based education in the career development of disabled youth.