Disabled Social Work Students' Experiences of Stigma in Higher Education.
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| Title: | Disabled Social Work Students' Experiences of Stigma in Higher Education. |
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| Authors: | Kim, JaeRan (AUTHOR), Sellmaier, Claudia (AUTHOR) |
| Source: | Journal of Social Work Education. Spring2026, Vol. 62 Issue 2, p136-148. 13p. |
| Subjects: | Social workers, Research funding, Qualitative research, Diversity & inclusion policies, Prejudices, Interviewing, Universities & colleges, Evaluation of human services programs, Students with disabilities, Social work education, Descriptive statistics, Students, Experience, Thematic analysis, Research methodology, Videoconferencing, Masters programs (Higher education), Discrimination against people with disabilities, Psychosocial factors, Social stigma, Self-perception |
| Geographic Terms: | United States |
| Abstract: | The number of students identifying as having a disability is increasing in the United States, but students still struggle with stigmatization and barriers to inclusive education. This study explored the ways stigma, self-stigma, and experiences of oppression related to disability were experienced by disabled social work students in the United States. Seventeen social work students self-identifying as disabled participated in qualitative interviews. The research question focused on these students' experiences with stigma in attending higher education. Themes related to internal stigma, external stigma, and fighting stigma were identified. Participants reported experiencing stigma from individuals and in their social work education programs. Based on the study's findings, implementing antiableist education programs requires active strategies and cultivating a holistic culture that supports students with disabilities. Additionally, social work students with disabilities can be assets to their peers, faculty, and colleagues as a result of their knowledge and expertise in navigating ableist environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Social Work Education is the property of Taylor & Francis Ltd 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 |
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| Abstract: | The number of students identifying as having a disability is increasing in the United States, but students still struggle with stigmatization and barriers to inclusive education. This study explored the ways stigma, self-stigma, and experiences of oppression related to disability were experienced by disabled social work students in the United States. Seventeen social work students self-identifying as disabled participated in qualitative interviews. The research question focused on these students' experiences with stigma in attending higher education. Themes related to internal stigma, external stigma, and fighting stigma were identified. Participants reported experiencing stigma from individuals and in their social work education programs. Based on the study's findings, implementing antiableist education programs requires active strategies and cultivating a holistic culture that supports students with disabilities. Additionally, social work students with disabilities can be assets to their peers, faculty, and colleagues as a result of their knowledge and expertise in navigating ableist environments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10437797 |
| DOI: | 10.1080/10437797.2025.2605327 |
