Abstract
ABSTRACT Eight disabled white women disability services directors shared their experiences working in disability services in higher education. The 10 principles of disability justice provided the framework for this interpretative phenomenological analysis. Individual interviews were used to understand the lived experiences of the participants. Participants were found to experience ableism and oppression, along with a broad and nuanced spectrum of interpersonal and identity-related experiences. Implications for student affairs practitioners and researchers are identified.
Full Text
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call