'It Looked Like a Jail Cell:' Policing of Racialized and Disabled Students' Bodyminds in Higher Education
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| Title: | 'It Looked Like a Jail Cell:' Policing of Racialized and Disabled Students' Bodyminds in Higher Education |
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| Language: | English |
| Authors: | Danielle Mireles, Claudia Chiang-Lopez |
| Source: | Journal of Postsecondary Education and Disability. 2025 38(2):523-538. |
| Availability: | Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Students with Disabilities, Critical Race Theory, Attitudes toward Disabilities, Racism, Minority Group Students, Observation, Resource Centers, Health Services, Student Experience, Data Use |
| Geographic Terms: | California |
| ISSN: | 2379-7762 2328-3343 |
| Abstract: | This article examines how carceral logics manifest for undergraduate racialized and disabled students who identify as or have a lived experience of disability. Using Disability Critical Race Theory, a crip-of-color critique, and carceral ableism and sanism as lenses, we challenge color-evasive ideology and explore how services that purport to "help" or "support" students--like mental health resources or disability support services--track, surveil, and police racialized and disabled students' bodyminds on college and university campuses. This qualitative study employs critical race methodology and critical disability methodology to center the counternarratives of ten undergraduate students. These findings expand the current K-12 literature in considering how racialized and disabled students continue to be subject to carceral logics as they enter institutions of higher education. Our themes examine how Disability Resource Centers enacted administrative violence, how racialized and disabled students were marked for removal and positioned as expendable and disposable on their campuses, and the ways in which students' reimagined alternative futurities rooted in care. This paper contains discussions about racism, ableism, suicide, police and medical violence. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483372 |
| Database: | ERIC |
| Abstract: | This article examines how carceral logics manifest for undergraduate racialized and disabled students who identify as or have a lived experience of disability. Using Disability Critical Race Theory, a crip-of-color critique, and carceral ableism and sanism as lenses, we challenge color-evasive ideology and explore how services that purport to "help" or "support" students--like mental health resources or disability support services--track, surveil, and police racialized and disabled students' bodyminds on college and university campuses. This qualitative study employs critical race methodology and critical disability methodology to center the counternarratives of ten undergraduate students. These findings expand the current K-12 literature in considering how racialized and disabled students continue to be subject to carceral logics as they enter institutions of higher education. Our themes examine how Disability Resource Centers enacted administrative violence, how racialized and disabled students were marked for removal and positioned as expendable and disposable on their campuses, and the ways in which students' reimagined alternative futurities rooted in care. This paper contains discussions about racism, ableism, suicide, police and medical violence. |
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| ISSN: | 2379-7762 2328-3343 |
