Disabled women in psychology: The importance of inclusion and recommendations for practice.
Saved in:
| Title: | Disabled women in psychology: The importance of inclusion and recommendations for practice. |
|---|---|
| Authors: | Wilkinson, Meredith (AUTHOR), Brewer, Gayle (AUTHOR) |
| Source: | Educational & Child Psychology. Mar2025, Vol. 42 Issue 1, p46-54. 9p. |
| Subjects: | Disability awareness, School environment, Role models, Academia, Mentoring, Students with disabilities |
| Abstract: | This paper argues that disabled women have a key role to play in Psychology, both in terms of academic and educational practice. For example, disabled women have a greater insight into the experiences of disabled students, act as role models and mentors, and contribute to an equitable and effective educational and academic environment. Data indicates, however, that disabled women are significantly underrepresented, and especially so in more senior roles (Advance HE, 2024). We suggest three ways in which academia and educational practice can support disabled women with their career progression in Psychology. These include, (1) leadership schemes, networks and mentoring, (2) workload and task allocation, and (3) increasing disability awareness and equity. It is our belief that supporting disabled women to thrive in academic and educational practice will be of significant benefit to the discipline. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This paper argues that disabled women have a key role to play in Psychology, both in terms of academic and educational practice. For example, disabled women have a greater insight into the experiences of disabled students, act as role models and mentors, and contribute to an equitable and effective educational and academic environment. Data indicates, however, that disabled women are significantly underrepresented, and especially so in more senior roles (Advance HE, 2024). We suggest three ways in which academia and educational practice can support disabled women with their career progression in Psychology. These include, (1) leadership schemes, networks and mentoring, (2) workload and task allocation, and (3) increasing disability awareness and equity. It is our belief that supporting disabled women to thrive in academic and educational practice will be of significant benefit to the discipline. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.1.46 |
