Disability and College Students: A Critical Examination of a Multivalent Identity

Abstract

Disability is a multivalent, fluid concept that encompasses a broad set of phenomena that shape the experiences of individuals as they interact with others; social systems and processes; and legal structures. A disability identity also encompasses a range of different diagnoses and levels of visibility, which serve to influence whether others perceive a person to have a disability. Recognizing the multivalent nature of disability-as-identity makes it possible to understand more fully the experiences of students with disabilities in higher education institutions. Since there is no single theoretical framework that can account for the multivalent nature of disability identity, we utilize the concept of theoretical borderlands (Anzaldúa, 1987) – spaces where ideas come into conflict with one another – to bring crip theory (Kafer, 2013; McRuer, 2006) and critical queer theory (Muñoz, 1999; Wilchins, 2014) into conversation with each other to explore disability identity. We explore the medical, legal, diagnostic, environmental, social, and cultural dimensions of disability identity, concluding with a call to consider the intersectional nature of disability. We also consider the implications for higher education research and practice.

Citation

Friedensen, R.E. and Kimball, E. (2017), "Disability and College Students: A Critical Examination of a Multivalent Identity", Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 3), Emerald Publishing Limited, Leeds, pp. 227-245. https://doi.org/10.1108/S2056-375220170000003013