Class Race Disability And Mental Health In Higher Education PDF, ePub Download

Class, Race, Disability and Mental Health in Higher Education

Author	: Mike Seal
Publisher	: Bloomsbury Publishing
Total Pages	: 256
Release	: 2022-05-19
Genre	: Education
ISBN	: 1350247391

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All universities have to produce plans to eliminate the gaps in access, success and participation of disadvantaged student in higher education, setting targets with regards to Global Majority, working class, disabled and student with mental health conditions. In this book, Mike Seal examines the terminology, theoretical debates and positions, identifies the causes of gaps, and evaluates proposed initiatives. He argues that there is an unexamined assumption that higher education is a 'good thing' materially and intellectually, which demonises those for whom this is questionable. The book also highlights the continuing structural and individual discrimination in terms of class, race and disability and a denial of the extent to which higher education is a cause of mental health issues and negative well-being. It uncovers unexamined 'assimilation' models in higher education that expects these students to abandon their culture and communities, despite students wanting to give back to these communities being a major extrinsic motivation, and to embrace a culture that will not embrace them. The book starts from the perspective that contemporary international higher education reproduces existing privileges, and the book goes on to argue that widening participation agendas should recognise the changing nature of academic life through a more inclusive, holistic approach. Seal argues that it is essential to include an informed understanding of how students position themselves in academia and how their identity and academic status is enabled and developed with the support of the university. In order to do this universities need to redefine their purpose and the nature of their relationships with the communities they purport to serve.

Negotiating Disability

Author	: Stephanie L. Kerschbaum
Publisher	: University of Michigan Press
Total Pages	: 401
Release	: 2017-11-15
Genre	: Social Science
ISBN	: 0472123394

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Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies.

Distress and Therapeutic Outcomes for Black College Students with Psychiatric Disabilities

Author	: Kyesha Isadore
Publisher	:
Total Pages	: 0
Release	: 2022
Genre	:
ISBN	:

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Black college students with disabilities experience unique challenges in college which are exacerbated by the need to navigate systemic racism and ableism in higher education. Students with disabilities and Black students have been found to have increased levels of distress compared to their peers. However, regarding seeking support for distress, Black students are less likely to seek services, and students who do seek services are more likely to drop out or have poorer outcomes. The purpose of this research study was to examine the effectiveness of counseling on therapeutic outcomes of psychological and academic distress for treatment-seeking Black college students with psychiatric and non-psychiatric disabilities in college counseling centers. Undergirded by QuantCrit and Pearlin's theory of psychological distress, this study measured outcomes of distress between Black and white students, between students with and without disabilities, and among students on the margins of both race/ethnicity and disability to understand the effectiveness of counseling for Black students with psychiatric and non-psychiatric disabilities. The sample consisted of Black and white college students who sought counseling services at colleges and universities between 2015-2019 at a Center for Collegiate Mental Health affiliate institution. These clients completed the CCMH Counseling Center Assessment of Psychological Symptoms (CCAPS) and the Standardized Data Set (SDS) measures. Findings revealed that over the course of counseling, all clients experienced significant reductions in overall distress. Black clients experienced a faster reduction in symptoms compared to white clients, and Black clients with psychiatric disabilities indicated lower levels of psychological distress compared to white clients with psychiatric disabilities at the end of treatment. Further differences among Black and white clients with and without disabilities for initial distress, rates of change over the course of counseling, and final distress are reported. Implications for theory, practice, and research are discussed.

Mental Health

Author	:
Publisher	:
Total Pages	: 28
Release	: 2001
Genre	: African Americans
ISBN	:

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Strength that Silences

Author	: Nadia Monique Caesar-Richardson
Publisher	:
Total Pages	: 222
Release	: 2012
Genre	: Electronic dissertations
ISBN	:

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This qualitative study examines first person accounts of college experiences provided by Black female college students with mental health concerns at a predominantly White institution. Utilizing the theoretical frameworks of disability studies and critical race feminism to develop the study and analyze the collected data, this study considers the ways that race, gender, and ability intersect in the lives of the study participants. Data from individual interviews was collected, transcribed, coded and analyzed. Common themes that emerged in the experiences of the study participants are presented. Research findings indicate that systems of domination use race, gender, class, and ability to encourage mentally distressing performances of strength in the study participants. In addition, claims of inferiority that are informed by racism, sexism, classism, and ableism limit the participants' ability to harness their unique identities to circumvent and challenge the discriminatory socio-political conditions that damage their psyche and threaten their academic persistence. The language of the medical model of disability, which informs the Diagnostic and Statistical Manual of Mental Disorders (DSM), was found to encourage an internalization of negative self-representations that also contribute to mental distress within the study participants. Implications from this study encourage the application of a critical race feminism and disability theory lens to university policies that impact Black female college students with mental health concerns and reiterate the importance of campus diversity mentoring to mental wellness. Implications for practice and future research are provided and discussed in detail.

Disability in Higher Education

Author	: Nancy J. Evans
Publisher	: John Wiley & Sons
Total Pages	: 544
Release	: 2017-03-06
Genre	: Education
ISBN	: 1118018222

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Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.

Disability as Diversity in Higher Education

Author	: Eunyoung Kim
Publisher	: Taylor & Francis
Total Pages	: 263
Release	: 2017-02-03
Genre	: Education
ISBN	: 1317287711

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Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Contextualizing disability through the lens of intersectionality, Disability as Diversity in Higher Education illustrates how higher education institutions can use policies and practices to enhance inclusion and student success.

Life of the Mind Interrupted

Author	: Katie Rose Guest Pryal
Publisher	: Blue Crow Books
Total Pages	: 186
Release	: 2017
Genre	: Biography & Autobiography
ISBN	: 9781947834057

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Academia isn't an easy place to be if your brain isn't quite right. Written for a popular audience, the essays in this book cover topics such as disclosure of disabilities, accommodations and accessibility, how to be a good abled friend to a disabled person, the trigger warnings debate, and more.

From Disability to Diversity

Author	: Lynne C. Shea
Publisher	: The National Resource Center for The First-Year Experience
Total Pages	: 144
Release	: 2019-02-25
Genre	: Education
ISBN	: 1942072309

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Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.

DisCrit—Disability Studies and Critical Race Theory in Education

Author	: David J. Connor
Publisher	: Teachers College Press
Total Pages	: 289
Release	: 2016
Genre	: Education
ISBN	: 0807773867

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This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education

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Class Race Disability And Mental Health In Higher Education