Exploring experiences of ableism in academia: a constructivist inquiry

Area of Science:

• Social Sciences
• Education Studies
• Disability Studies

Background:

• Academia often perpetuates ableism, impacting disabled scholars.
• Higher education's neoliberalization intensifies productivity expectations.
• Understanding disabled academics' lived experiences is vital for inclusion.

Purpose of the Study:

• To explore the nuanced experiences of disabled academics in higher education.
• To contextualize ableism within academic institutions.
• To identify factors contributing to the marginalization of disabled scholars.

Main Methods:

• Grounded in critical disability studies.
• Employed a constructivist inquiry analytical approach.
• Utilized creative data generation methods at an accessible workshop conference.

Main Results:

• Disabled academics experience marginalization and othering in academic settings.
• Neoliberal demands for productivity silence disabled academics' perspectives.
• Normalization and able-bodiedness constructs contribute to stigmatization.

Conclusions:

• Ableism and institutional structures disadvantage disabled academics.
• Valuing disabled academics requires systemic policy and procedural changes.
• Fostering cultural and institutional shifts is essential for equality and inclusion.