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  11. Models Of Disability As Research Frameworks In Biology Education Research.

Models of Disability as Research Frameworks in Biology Education Research.

Mason N Tedeschi1, Lisa B Limeri1

  • 1Department of Biological Sciences, Texas Tech University, Lubbock, TX 79409.

CBE Life Sciences Education
|August 27, 2024

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View abstract on PubMed

Summary
This summary is machine-generated.

Discipline-Based Education Research (DBER) can improve undergraduate biology for disabled students by incorporating disability studies frameworks. Examining complex embodiment and epistemic injustice offers new research directions for equity.

Area of Science:

  • Biology Education Research
  • Disability Studies
  • Equity in STEM

Background:

  • Advancing equity in undergraduate biology education necessitates research on disabled students' experiences.
  • Discipline-Based Education Research (DBER) has primarily used medical and social models of disability.
  • These models focus on individual challenges or environmental factors, respectively.

Purpose of the Study:

  • To explore how disability studies models can inform DBER for disabled students.
  • To discuss past DBER, current opportunities, and future research directions.
  • To introduce complex embodiment and epistemic injustice as frameworks for DBER.

Main Methods:

  • Literature review of DBER and disability studies.
  • Analysis of medical, social, and complex embodiment models of disability.

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  • Discussion of epistemic injustice in educational research.

    • Main Results:

    • Current DBER predominantly uses medical and social models of disability.
    • Complex embodiment offers a novel framework, viewing disability as a social location tied to societal values.
    • Ability is often constructed hierarchically, and epistemic injustice affects disabled individuals.

    Conclusions:

    • Expanding DBER frameworks beyond traditional models is crucial for addressing disabled students' experiences.
    • Future research should incorporate complex embodiment and address epistemic injustice to promote equity.
    • This approach can reveal how ability is constructed and challenge hierarchical value structures in education.