Disclosure dilemmas
Experiences of university graduates with invisible disabilities
Datos Bibliográficos
| ID | 21577896 |
|---|---|
| Autores | Laura Tontini (0000-0003-0996-540X, Universidad de Sevilla), Alvaro Mendoza Diez (0000-0002-0852-7523, Universidad de Sevilla, autor de correspondencia) |
| Año | 2025 |
| Volumen | 133 |
| Páginas | 102694 |
| Fecha de publicación | 2025-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | International Journal of Educational Research (JOURNAL) |
| Identificadores de la revista | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2025.102694 |
| OpenAlex | W4412072650 |
| Idioma | EN |
| Referencias citadas | 31 |
Students with invisible disabilities often face challenges in deciding whether to disclose their condition in university settings. This article explores the disclosure process of invisible disabilities in Italian and Spanish university graduates, using a phenomenological approach with 29 participants. Its purpose is to analyse to whom, when, what, how, and why these graduates decide to share their disability in the university context. The data obtained through semi-structured interviews co-constructed with the participants were analysed with an inductive category system. The results indicate that all graduates disclosed their disability at some point to university community members, including administrative staff, faculty, or peers, driven by diverse motivations such as accessing support services, facing moments of crisis, or building trust within relationships. This disclosure process is subjective, dynamic, and ongoing, shaped as much by fear of stigma as by individual needs and the university’s social context. It is concluded that a safe and welcoming environment at university is essential, where students feel free to disclose their disability and seek support if they wish to do so
Pedagogy · Disability Education and Employment · Disability Rights and Representation · Psychology · Retirement, Disability, and Employment · Social Psychology
What is inclusive research?
Stigma
Qualitative Data Analysis in Health Psychology
Experiences with supervisors when students have a psychosocial disability in a university context in South Africa
Getting ahead in the online university
Leveraging students' voices
The Prevalence of Specific Learning Difficulties in Higher Education
Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education
Interpretative Phenomenological Analysis
Shedding light on students with support needs
University student perspectives on institutional non-disclosure of disability and learning challenges
Balancing attendance and disclosure
Rooted in ableism
Student perspectives on disclosure of mental illness in post-compulsory education
The lived experience of students with an invisible disability at a Canadian university
When what is unseen does not exist
Out of the Disability Closet
Well, I Know this is Going to Sound Very Strange to You, but I Don't See Myself as a Disabled Person
Struggling for equal access and success
Integration into higher education
Invisible disabilities and college academic success
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |