"Things Can Be Tough": A Qualitative Analysis of Disability Disclosure in Graduate School

• In Event: Graduate Student Experiences, Socialization, and Community

Abstract

This study synthesized findings from a series of posts related to disability disclosure during graduate school. Relevant posts were located through a systematic search process using the social media website, Twitter. Findings revealed that many current and prospective disabled graduate students were concerned about negative social consequences associated with disability disclosure, and some students avoided disclosure to ensure safety in their programs. We further found that perceived mentor support was particularly relevant for students in their decisions to disclosure, and that attitudes toward formal university supports (e.g., disability support services) were conflicted. Finally, findings indicated that strategic timing of disclosure was particularly important to several disabled students. Implications for institutional policies and practices are discussed.

Authors

• Karly Ball, The George Washington University
  Presenting Author

• Rachel Elizabeth Traxler, New York University
  Presenting Author