Main Article Content
Self-advocacy is emphasized as a critical practice for improving the retention and increasing the success of disabled students. In higher education, disability service offices and academic researchers jointly shape the conversation around what comprises effective self-advocacy. Students who are not engaging in these prescribed strategies are then framed as underprepared and/or lacking the skills required to self-advocate effectively. Unexamined within this discourse are how identity, power, and environment shape students’ self-advocacy as well as the ways students engage in self-advocacy outside of normative accommodation structures. This study intervenes by examining the extent to which dominant scholarly and practitioner understandings of self-advocacy align, resonate, and/or diverge from the lived experiences of self-advocacy among disabled graduate students of color. By centering the voices of multiply marginalized students, this study raises questions about what may be obscured when scholars rely only on academic definitions of self-advocacy in the design, framing, and analysis of their research.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
JCSCORE (ISSN 2642-2387) provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All content in JCSCORE is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
Unless otherwise noted, works published in JCSCORE are distributed under a Creative Commons Attribution Non-Commercial Share-Alike License (CC BY-NC-SA). By granting a CC BY-NC-SA license in their work, authors retain copyright ownership of the work, but they give explicit permission for others to download, reuse, reprint, modify, distribute, and/or copy the work, as long as the original source and author(s) are properly cited (i.e. a complete bibliographic citation and link to the JCSCORE website), re-use of the work is not for commercial purposes, and the re-used work is shared with the same license. No permission is required from the author(s) or the publishers for such use. According to the terms of the CC BY-NC-SA license, any reuse or redistribution must indicate the original CC-BY-NC-SA license terms of the work.
Exceptions to the application of the CC BY-NC-SA license may be granted at the author(s)’ discretion if reasonable extenuating circumstances exist. Such exceptions must be granted in writing. For coordinating use permission you may either contact the author directly or email firstname.lastname@example.org.
Annamma, S.A., Ferri, B.A., & Connor, D.J. (2018). Disability critical race theory: Exploring the intersectional lineage, emergence, and potential futures of DisCrit in education. Review of Research in Education, 42(1), 46-71.
Aspis, S. (1997). Self-advocacy for people with learning difficulties: Does it have a future? Disability & Society, 12(4), 647-654.
Banks, J., & Gibson, S. (2016). The voices of African American male students with disabilities attending historically black universities. Journal of African American Males in Education, 7(1), 70-86.
Bazeley, P. (2013). Qualitative data analysis: Practical strategies. Sage Publications.
Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. Routledge.
Bell, C. (2011). Introduction: Doing representational detective work. In C. Bell (Ed.), Blackness and disability (pp. 1-7). Michigan State University Press.
Blanchett, W.J. (2010). Telling it like it is: The role of race, class, & culture in the perpetuation of learning disability as a privileged category for the white middle class. Disability Studies Quarterly, 30(2).
Buchanan, I., & Walmsley, J. (2006). Self-advocacy in historical perspective. British Journal of Learning Disabilities, 34(3), 133-138.
Campt, T.M. (2019). Black visuality and the practice of refusal. Women & Performance: A Journal of Feminist Theory, 29(1), 79-87.
Carter, A., Catania, T., Schmitt, S., & Swenson, A. (2017). Bodyminds like ours: An autoethnographic analysis of graduate school, disability, and the politics of disclosure. In S.L. Kerschbaum, L.T. Eisenman, & J.M. Jones (Eds.), Negotiating disability: Disclosure and higher education (pp. 95-113). University of Michigan Press.
Creswell, J.W., & Creswell, J.D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Daly-Cano, M., Vaccaro, A., & Newman, B.M. (2015). College student narratives about learning and using self-advocacy skills. Journal of Postsecondary Education and Disability, 28(2), 209-223.
Damiani, M.L. & Harbour, W.S. (2015). Being the wizard behind the curtain: Teaching experiences of graduate teaching assistants with disabilities at U.S. universities. Innovative Higher Education, 40(5), 399-413.
Dinishak, J. (2016). The deficit view and its critics. Disability Studies Quarterly, 36(4).
Dolmage, J. (2017). Academic ableism: Disability and higher education. University of Michigan Press.
Dong, S., & Lucas, M.S. (2016). An analysis of disability, academic performance, and seeking support in one university setting. Career Development and Transition for Exceptional Individuals, 39(1), 47-56.
Evans, N.J., Broido, E.M., Brown, K.R., & Wilke, A.K. (2017). Disability in higher education: A social justice approach. John Wiley & Sons.
Fleming, A.R., Oertle, K.M., & Plotner, A.J. (2017). Student voices: Recommendations for improving postsecondary experiences of students with disabilities. Journal of Postsecondary Education and Disability, 30(4), 309-326.
Gelbar, N., Madaus, J.W., Dukes, L., Faggella-Luby, M., Volk, D., & Monahan, J. (2019). Self-determination and college students with disabilities: Research trends and construct measurement. Journal of Student Affairs Research and Practice, 57(2), 1-19.
Getzel, E.E., & Thoma, C.A. (2008). Experiences of college students with disabilities and the importance of self-determination in higher education settings. Career Development for Exceptional Individuals, 31(2), 77-84.
Ju, S., Zeng, W., Landmark, L.J. (2017). Self-determination and academic success of students with disabilities in postsecondary education: A review. Journal of Disability Policy Studies, 28(3), 180-189.
Kimball, E., Moore, A., Vaccarro, A., Troiano, P.F., & Newman, B.M. (2016). College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action. Journal of Diversity in Higher Education, 9(3), 245-260.
Koelsch, L.E. (2012). The virtual patchwork: A qualitative feminist research method. Qualitative Inquiry, 18(10), 823-829.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.
McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus, 12(5), 10-16.
Mingus, M. (2010, July 6). Reflecting on Frida Kahlo’s birthday and the importance of recognizing ourselves for (in) each other [Blog post]. https://leavingevidence.wordpress.com/
Mingus, M. (2018, November 3). “Disability justice” is simply another term for love [Blog post]. https://leavingevidence.wordpress.com/
Petersen, A.J. (2009). “Ain’t nobody gonna get me down”: An examination of the educational experiences of four African-American women labeled with disabilities. Equity & Excellence in Education, 42(4), 428-442.
Roberts, E.L., Ju, S., & Zhang, D. (2016). Review of practices that promote self-advocacy for students with disabilities. Journal of Disability Policy Studies, 26(4), 209-220.
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications.
Salinas Jr, C., & Lozano, A. (2019). Mapping and recontextualizing the evolution of the term Latinx: An environmental scanning in higher education. Journal of Latinos and Education, 18(4), 302-315.
Scott, S. (2019). The AHEAD biennial survey of disability resource office structures and programs. Huntersville, NC: The Association on Higher Education and Disability.
Sievert, A.L., Cuvo, A.J., & Davis, P.K. (1988). Training self-advocacy skills to adults with mild handicaps. Journal of Applied Behavior, 21(3), 299-309.
Stamp, L., Banerjee, M., & Brown, F.C. (2014). Self-advocacy and perceptions of college readiness among students with ADHD. Journal of Postsecondary Education and Disability, 27(2), 209-223.
Test, D.W., Fowler, C.H., Wood, W.M., Brewer, D.M., & Eddy, S. (2005). A conceptual framework of self-advocacy for students with disabilities. Remedial and Special Education, 26(1), 43-54.
Tuck, E. & Yang, K.W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20(6), 811-818.
Vaccaro, A. & Kimball, E. (2017). “It’s a very deep, layered topic”: Student affairs professionals on the marginality and intersectionality of disability. In E. Kim & K.C. Aquino (Eds.), Disability as diversity in higher education (pp. 138-152). Routledge.
Vaccaro, A., Moore, A., Kimball, E., Troiano, P.F., & Newman, B.M. (2019). “Not gonna hold me back”: Coping and resilience in students with disabilities. Journal of Student Affairs Research and Practice, 56(2), 181-193.
Walker, A.R., & Test, D.W. (2011). Using a self‐advocacy intervention on African American college students’ ability to request academic accommodations. Learning Disabilities Research & Practice, 26(3), 134-144.