Narratives of Success: High-Achieving Women with Disabilities Navigating Higher Education in Australia
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| Title: | Narratives of Success: High-Achieving Women with Disabilities Navigating Higher Education in Australia |
|---|---|
| Language: | English |
| Authors: | Lauren E. Lindstrom (ORCID |
| Source: | Higher Education Research and Development. 2026 45(1):173-187. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Students with Disabilities, Females, High Achievement, Student Characteristics, Student Motivation, Regional Schools, Academic Persistence, Student Behavior, Coping, Adjustment (to Environment), College Enrollment, Performance Factors |
| Geographic Terms: | Australia |
| DOI: | 10.1080/07294360.2025.2536280 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | Students with disabilities in higher education experience lower rates of enrollment, persistence and completion than their nondisabled peers; however, there is limited research describing experiences of highly successful students with disabilities. This study employed an anti-deficit framework to examine postsecondary experiences of high-achieving women with disabilities enrolled in a regional university in Australia. Researchers conducted in-depth interviews with 24 women with self-disclosed physical, psychological and sensory disabilities representing the following eight fields of study: arts, business, education, engineering, health sciences, nursing, and psychology. Interviews explored motivations for enrolling in higher education, academic services and support accessed, and skills and attributes contributing to their success. The findings reveal that participants possessed a strong sense of purpose, effectively utilized formal and informal supports, and demonstrated a unique combination of study skills, coping mechanisms, disability awareness, and resilience. Findings highlight the strategies and strengths these students employed to persist and succeed, offering valuable lessons for creating more supportive environments in higher education for individuals with disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503713 |
| Database: | ERIC |
| Abstract: | Students with disabilities in higher education experience lower rates of enrollment, persistence and completion than their nondisabled peers; however, there is limited research describing experiences of highly successful students with disabilities. This study employed an anti-deficit framework to examine postsecondary experiences of high-achieving women with disabilities enrolled in a regional university in Australia. Researchers conducted in-depth interviews with 24 women with self-disclosed physical, psychological and sensory disabilities representing the following eight fields of study: arts, business, education, engineering, health sciences, nursing, and psychology. Interviews explored motivations for enrolling in higher education, academic services and support accessed, and skills and attributes contributing to their success. The findings reveal that participants possessed a strong sense of purpose, effectively utilized formal and informal supports, and demonstrated a unique combination of study skills, coping mechanisms, disability awareness, and resilience. Findings highlight the strategies and strengths these students employed to persist and succeed, offering valuable lessons for creating more supportive environments in higher education for individuals with disabilities. |
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| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2025.2536280 |
