"This Really Interesting Juggling Act": How University Students Manage Disability/Queer Identity Disclosure and Visibility

Autor/inn/en	Miller, Ryan A.; Wynn, Richmond D.; Webb, Kristine W.
Titel	"This Really Interesting Juggling Act": How University Students Manage Disability/Queer Identity Disclosure and Visibility
Quelle	In: Journal of Diversity in Higher Education, 12 (2019) 4, S.307-318 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Ryan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000083
Schlagwörter	College Students; LGBTQ People; Identification (Psychology); Self Disclosure (Individuals); Student Attitudes; Students with Disabilities; Social Influences; Social Bias + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sozialer Einfluss
Abstract	Prior research related to both LGBTQ identities and disability in education has considered the role of identity management strategies including passing and selective disclosure, though little research has addressed the experiences of queer students with disabilities who manage multiple marginalized identities. This qualitative study analyzes the disclosure processes enacted by 31 LGBTQ students with disabilities at two universities in the southern United States. Themes included students' descriptions of (a) disclosing identities for self/others, (b) disclosing identities indirectly, and (c) passing for privileged identities. Findings suggest implications for higher education institutions and leaders seeking to support queer students with disabilities. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01