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It Is Time to Address Ableism in Academia: A Systematic Review of the Experiences and Impact of Ableism among Faculty and Staff

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  • Sally Lindsay

    (Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON M4G 1R8, Canada
    Department of Occupational Science and Occupational Therapy, Rehabilitation Sciences Institute, University of Toronto, Toronto, ON M5G 1V7, Canada)

  • Kristina Fuentes

    (Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON M4G 1R8, Canada)

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.

Suggested Citation

  • Sally Lindsay & Kristina Fuentes, 2022. "It Is Time to Address Ableism in Academia: A Systematic Review of the Experiences and Impact of Ableism among Faculty and Staff," Disabilities, MDPI, vol. 2(2), pages 1-26, April.
    • Handle: RePEc:gam:jdisab:v:2:y:2022:i:2:p:14-203:d:788799
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    References listed on IDEAS

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    1. Gregor Wolbring & Aspen Lillywhite, 2021. "Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People," Societies, MDPI, vol. 11(2), pages 1-34, May.
    2. Munir, F. & Leka, S. & Griffiths, A., 2005. "Dealing with self-management of chronic illness at work: predictors for self-disclosure," Social Science & Medicine, Elsevier, vol. 60(6), pages 1397-1407, March.
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    Cited by:

    1. Gregor Wolbring & Laiba Nasir, 2024. "Intersectionality of Disabled People through a Disability Studies, Ability-Based Studies, and Intersectional Pedagogy Lens: A Survey and a Scoping Review," Societies, MDPI, vol. 14(9), pages 1-77, September.

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