Navigating Disability Disclosure in College: A Mixed‑Methods Exploration of Peer, Faculty, and Staff Contexts

• In Event: Rethinking equity in higher education

Abstract

Disabled undergraduates—now more than one‑fifth of U.S. college students—face pivotal choices about when, where, and to whom they disclose their disabilities. Disclosure can unlock formal accommodations, yet also exposes students to stigma. This mixed‑methods study integrates survey data from 189 disabled students with in‑depth interviews (N = 24) to map disclosure patterns across peers, instructors, and disability‑services staff and to reveal the beliefs that drive those choices. Quantitatively, 36% never disclose, while 19% disclose to all three groups; disclosure to staff is strongly correlated with providing letters to instructors (r = .81). Qualitative themes illuminate unique disclosure approaches and contributing factors. Findings inform training that fosters an “accessibility mindset” among faculty and administrators.

Authors

• Ryan A. Mata, University of Minnesota

• Stephanie W. Cawthon, University of Texas at Austin

• Desirée Lama, University of Texas at Austin