Navigating Accommodations: College Students with Invisible Disabilities Transitioning to the Workplace

• In Event: 50625 - The Future of Work for Disabled Workers

Abstract

The number of college students receiving accommodations is increasing in the United States, yet little empirical research explores how these contexts differ in terms of disclosure decisions. This study examines the experiences of students with invisible disabilities, or non-apparent impairments (e.g., neurodivergence, chronic illness, etc.), as they transition between school and work. Through 61 qualitative interviews with students registered for accommodations at a large Midwestern university, we analyze how institutional and organizational contexts shape disclosure decisions and accommodation access. Preliminary findings indicate that students who receive accommodations in college are often reluctant to request them in the workplace, even when their jobs are tied to their academic programs. Four reasons seem to underly students’ reluctance to request accommodations for work: (1) differences in disclosure processes and decision making; (2) limited legal consciousness about legal rights and protections; (3) the balance of power between students and the university as compared to students and employers; and (4) the presumption of competence in the workplace versus the learning orientation of academic environments. This study contributes to sociological literature on disability, work, and organizations by illustrating how schools and workplaces are differently “ableized” and how these differences create challenges for students with non-apparent impairments. Preliminary findings may have implications at the individual, organizational, and policy levels by highlighting the need for reducing stigma, supporting disclosure, and promoting accessibility in both academic and professional settings.

Authors

• Kate Durso, University of Cincinnati

• Oneya Fennell Okuwobi, University of Cincinnati