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- Title
It Is Time to Address Ableism in Academia: A Systematic Review of the Experiences and Impact of Ableism among Faculty and Staff.
- Authors
Lindsay, Sally; Fuentes, Kristina
- Abstract
Faculty and staff with disabilities are significantly underrepresented within academia and experience alarming rates of discrimination, social exclusion and marginalization. This review aimed to understand the experiences and impact of disability discrimination (ableism) among faculty and staff. We conducted a systematic review while searching six international databases that identified 33 studies meeting our inclusion criteria. Of the 33 studies that were included in our review, they involved 1996 participants across six countries, over a 25-year period. The studies highlighted faculty and staff experiences of ableism in academia, which focused on disclosure (i.e., choosing to disclose or not), accommodations (i.e., lack of workplace accommodations and the difficult process for obtaining them) and negative attitudes (i.e., stigma, ableism and exclusion). Twenty-one studies explained the impact of ableism in academia, including a negative effect on physical and mental health, and career development. Coping mechanisms and strategies to address ableism in academia were also described. There is a critical need for more research and attention to the lived experiences of ableism among faculty and staff in academia and the impact that ableism has on their health and well-being.
- Subjects
DISCRIMINATION prevention; DISCRIMINATION &; psychology; WORK environment; PSYCHOLOGY information storage &; retrieval systems; EDUCATION; EMPLOYMENT of people with disabilities; VOCATIONAL guidance; MEDICAL information storage &; retrieval systems; COLLEGE teachers; SYSTEMATIC reviews; COLLEGE teacher attitudes; SOCIAL stigma; MENTAL health; EXPERIENCE; SELF-disclosure; SOCIAL isolation; PEOPLE with disabilities; PSYCHOLOGICAL adaptation; MEDLINE
- Publication
Disabilities, 2022, Vol 2, Issue 2, p178
- ISSN
2673-6470
- Publication type
Article
- DOI
10.3390/disabilities2020014