Examining the Experiences of Disabled College Students of Color Using Critical Disability Race Spatial Analysis

• In Event: Spaces and Places: A Continued Exploration of DisCrit in Educational Research

Abstract

We worked with disabled college students of color to critically examine how university spatial features reflected dominant conceptions of normalcy rooted in white supremacy and ableism. Results from sketch mapping, semi-structured interviews, and focus groups indicated that our participants experienced a conditional sense of belonging on campus; that support spaces are siloed and revealed non-intersectional stories regarding participants’ experiences of space; and that intersectional design can minimize oppression but does not eradicate the stigma associated with being a disabled student of color. Resource centers and services are well-positioned to integrate intersectional approaches in supporting students, though more collaboration amongst these spaces is needed to lessen the risk of invisibility for the very students they intend to support.

Authors

• Molly Elizabeth Siuty, Temple University

• Rana Yaghmaian, Portland State University

• Rachel Cheyney, Portland State University