Addressing Intersecting Oppressions in Institutional Review Board Processes: Constraints, Strategies, and Future Directions

Session Type: Symposium

Abstract

This proposed symposium responds to the barriers faced during Institutional Review Board (IRB) processes due to concerns about whether historically marginalized individuals and groups experiencing intersecting oppressions (e.g., ableism, linguicism, racism) can and should participate. Such processes have questioned whether or not participants can provide informed consent, understand directions, and participate meaningfully in research. Assumptions of limitation are not uncommon and demonstrate deficit orientations of disability, race, class, and language (Artiles, 2013; Taylor, 2018). The aforementioned processes are socially harmful and in direct conflict with the necessity to accept greater responsibility for educational inequities. Collectively, the work presented on this panel seeks to illuminate constraining experiences within IRB process to strategize for institutional accountability and transformation.

Sub Unit

• SIG-Disability Studies in Education

Chair

• Thomas M. Skrtic, The University of Kansas

Papers

• Navigating Higher Education: Layered Oppression Through the Eyes of a Student, Researcher, and Professor - Kimiya Sohrab Maghzi, University of Redlands

• Competency, Capacity, and Consent: Navigating the Institutional Review Board as Disability Studies in Education–Informed Educational Researchers - Katherine Newhouse, New York University; Rae Leeper, Bank Street College of Education

• Interrogating Ableism in Institutional Review Boards With Disability Studies and Critical Qualitative Inquiry Practices - Emily A. Nusbaum, Mills College

• Participation, Design, and Leadership: Denying Disabled Girls of Color Access to Educational Research - Amanda L. Miller, Wayne State University

Discussant

• Holly Pearson, Framingham State University