Disability on campus: How do individual and college environment factors predict levels of disability disclosure?

• In Event: Neurodivergent and Disability Discourse in Higher Education

Abstract

The present study examines predictors of disability disclosure to friends, professors, and disability service offices among disabled college students (N = 189). Using data from students across the U.S., binary logistic regression models tested the influence of campus factors (social belonging, classroom accessibility, campus accessibility) and individual factors (gender identity, time of diagnosis) influence on disclosure. Results show different factors are important to students dependent on whom they disclose to. Social belonging on campus significantly predicted disclosure to friends, while classroom accessibility predicted disclosure to disability services, while disclosure to professors was significantly higher among students identifying outside the gender binary. These findings highlight how disclosure decisions vary by context and indicate the need for supportive campus environments.

Authors

• Madeline Celeste O'Grady, University of Texas at Austin

• Stephanie W. Cawthon, University of Texas at Austin

• Maura J. Borrego, University of Texas at Austin