New publication! Beyond disability: how being twice-marginalized shapes the experiences of STEM undergraduates with disabilities

The research team (Riley Pizza, Danielle Pais, Logan Gin, Katey Cooper, Sara Brownell, and Emma Goodwin) examined how holding multiple marginalized identities shapes the experiences of undergraduate STEM students with disabilities across 85 U.S. institutions.

They found that LGBTQ+ and nonbinary students were disproportionately represented among students with disabilities, with half of students with disabilities identifying as LGBTQ+. LGBTQ+ students with disabilities also reported greater stigma, less comfort disclosing their disability, lower use of accommodations, and a less supportive campus climate than their non-LGBTQ+ peers.

Overall, the study shows that students with disabilities are not a uniform group and that supporting students effectively requires recognizing how disability intersects with other marginalized identities, particularly LGBTQ+ identity.

Read the article here: Beyond disability: how being twice-marginalized shaped the experiences of STEM undergraduates with disabilities