No Research about Us without Us: A Quantitative Critical Investigation of Supportive Environment Scores for Disabled Students
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| Title: | No Research about Us without Us: A Quantitative Critical Investigation of Supportive Environment Scores for Disabled Students |
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| Language: | English |
| Authors: | Mack Ottens, Francesca M. Bové, Matthew B. Amodeo, Christina G. Cardona, Guinevere E. Cotten, Sophia M. Ryan, Simone C. Slavick, Cassidy A. Taylor, Alexandra J. Yeager, John Zilvinskis |
| Source: | Journal of Postsecondary Education and Disability. 2025 38(1):379-396. |
| Availability: | Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Students with Disabilities, Disproportionate Representation, Participatory Research, Educational Environment, Learner Engagement, College Freshmen, College Seniors, Student Surveys, National Surveys, Mental Health, Developmental Disabilities, Equal Education |
| Assessment and Survey Identifiers: | National Survey of Student Engagement |
| ISSN: | 2379-7762 2328-3343 |
| Abstract: | Disabled students account for one of the largest underrepresented groups on college campuses. However, engagement research of this group has used large subgroups (e.g., students with sensory disabilities), leaving practitioners without the specificity to understand disability in useful ways; for example, blind and Deaf students are from distinct communities and have distinct needs. Using updated disability measures from the 2021 National Survey of Student Engagement, we used quantitative critical analysis methods and a Community-Based, Participatory Research approach to investigate supportive environments for over 22,000 disabled students. Our findings demonstrated that students with disabilities consistently reported lower Supportive Environment scores compared with the general population. Specifically, we found that students with mental health or developmental disabilities shared the lowest Supportive Environment scores compared with other disability categories. This research is crucial to understanding which groups of disabled students feel less supported on campus and provides opportunities for institutions to consider how to prioritize disability equity. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483366 |
| Database: | ERIC |
| Abstract: | Disabled students account for one of the largest underrepresented groups on college campuses. However, engagement research of this group has used large subgroups (e.g., students with sensory disabilities), leaving practitioners without the specificity to understand disability in useful ways; for example, blind and Deaf students are from distinct communities and have distinct needs. Using updated disability measures from the 2021 National Survey of Student Engagement, we used quantitative critical analysis methods and a Community-Based, Participatory Research approach to investigate supportive environments for over 22,000 disabled students. Our findings demonstrated that students with disabilities consistently reported lower Supportive Environment scores compared with the general population. Specifically, we found that students with mental health or developmental disabilities shared the lowest Supportive Environment scores compared with other disability categories. This research is crucial to understanding which groups of disabled students feel less supported on campus and provides opportunities for institutions to consider how to prioritize disability equity. |
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| ISSN: | 2379-7762 2328-3343 |
