CSP 565 Identity Presentation

ABILITY AND IDENTITY DEVELOPMENT
Katie Mey Western Illinois University
OVERVIEW
Participants Overall Themes Application To Theory Points to Consider Limitations Closing Thoughts
PARTICIPANTS
Inter viewee 1
White, female, traditional age college student, full time status at a 4 year institution, mid to low mid SES, small town/rural context Physical impairment- utilizes a manual wheel chair for mobility
Inter viewee 2
White, female, just above traditional college age, non -student, mid to low SES, small town/rural context Intellectual impairment- sub average intellectual ability/intelligence level for same age peers without disabilities
Inter viewee 3
White, female, traditional age college student, part time status at a 2 year/technical institution, small town/rural context Physical impairment- utilizes a manual wheel chair for mobility
Inter viewee 4*
White, male, traditional age college student, full time status at a 4 year institution, mid to high mid SES?, small town context? Traumatic brain injury - difficulty learning mathematics, sub average executive functioning skills & sub average executive functioning level for same age peers
Abelism- pervasive system of discrimination and exclusion that oppresses people [with]disabilities onindividual, institutional, and societal/cultural levels
(Evans, N. J., Fo r n ey, D . S . , G u i d o , F. M . , P a t to n , L . D . , & Re n n , K . A . , 2 01 0 , p . 1 9 8 )
OVERALL THEMES
Keen awareness of themselves as different, to come extent
Social acceptability of attribution of less than Acceptable rationale for discrimination still, broadly speaking
I was told that the only way to go into forensics was to go into law enforcement and be a detective, and I cant do the physical requirements of that becausewhat if somebody gets killed on a mountain? (Interviewee 1) The advisor was pretty straight with meshe pretty much told me she didnt think the state would let me take my certification exam The only place that will hire me is camp. I tell people that I am in a wheelchair because it is very important to meIts like oh, we cant help you, click . (interviewee 3)
Limited experience with others who share their social identity at even the broadest level
For the longest time I thought I was the only person out there with a disability. Camp changed thatit was confusing for me (Interviewee 3) I was the only person in my environment like me
OVERALL THEMES
Treatment as undesirable, inconvenience, child -like, or inspiration frequently interchangeably
[When I first started using the chair]people used to ask me if they could help mepush me over there or do things for meit was like an every day thing (Interviewee 1)
People see me do things and they tell me Im an inspiration I dont even have time to shave my legs in the winter, I dont have time to be an inspiration. (Interviewee 1)
My upper body is more adultmy legs are smallerI am short, but I am clearly an adultParents often assume I am a camper, even in a staff shirt (Interviewee 3) I dont like it when he tells me what to dohes so bossyI am a good player (Interviewee 2)
APPLICATION TO THEORY: ASSIGNED READINGS

The Simultaneity of Identities ( H o l v i n o , 2 01 2 ) Multiple, mutually influencing, simultaneously experienced identities.
Interviewee 1- Multiple identities are present, none primary Interviewee 3- Some people Let their disability run their life. They should run their life because its their life .
Disabled Students in Higher Education; Negotiating Identity

(Riddell, Tinklin, and Wilson, 2005)
Stigma associated with social identity Avoidance/non-acceptance of the label despite selfidentification.
Interviewee 3- does not identity with most others who have disabilities Interviewee 2- identifies with her friends, wants to be treated as normal
APPLICATION TO THEORY: OTHER MODELS

LGBT identity theories
Not typically a group that is born into a family that shares identity DAugellis Model of Lesbian, Gay, and Bisexual Development (1994)
Exiting heterosexual identity Developing a personal lesbian/gay/bisexual identity Developing a lesbian/gay/bisexual social identity Becoming a lesbian/gay/bisexual offspring? Developing a lesbian/gay/bisexual intimacy status Developing a lesbian/gay/bisexual community?
APPLICATION TO THEORY: OTHER MODELS

Latino/a identity theory
View relationship to identity group as non-hierarchical and related to individual needs/survival Latina and Latino Ethnoracial Identity Orientation (Ferdman and Gallegos, 2012)
Latino-integrated Latino-identified Sub-group-identified Latino as other Undifferentiated/denial White-identified
POINTS TO CONSIDER
Broad umbrella social identity
Vast, vast different in the characteristics that place you in this group
Unique status of social identity

My own realization of the indoctrination I still harbor
LIMITATIONS
Small, unrepresentative data set Length of interviews End-point oriented or typicality based premise of theory
CLOSING THOUGHTS
What does the pervasiveness of negative representations of this identity and the level of acceptability of discrimination mean for the identity development of individuals who might identify with this group? About the development of theories related to this social identity? What does it mean for institutions that this group of individuals to be gaining increasing access to higher education?
What kind of things might the recognition of this presence of this social identity group change about how you practice? What might it change about our campus( es)?
REFERENCES
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A . (2010). Student development in college: Theor y, research, and practice . Sanfrancisco, CA: Jossey -Bass Ferdman & Gallegos. (201 2) . Latina and Latino Ethnoracial Identity Orientation. Wijey & Jackson. New per spectives on racial identity development . 2 nd ed. New York: NYU Press .
Holvino. (201 2). The Simultaneity of Identities . Wijey & Jackson. New per spectives on racial identity development . 2 nd ed. New York: NYU Press .
Johnson, H. M. (2006). Too late to die young: Nearly true tales from a life . Macmillan.
Riddell, S., Tinklin, T., & Wilson, A . (2005). Disabled students in higher education: per spectives on widening access and changing policy . Routledge.

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ABILITY AND IDENTITY DEVELOPMENT

Katie Mey Western Illinois University

(Evans, N. J., Fo r n ey, D . S . , G u i d o , F. M . , P a t to n , L . D . , & Re n n , K . A . , 2 01 0 , p . 1 9 8 )

APPLICATION TO THEORY: ASSIGNED READINGS

Disabled Students in Higher Education; Negotiating Identity

APPLICATION TO THEORY: OTHER MODELS

APPLICATION TO THEORY: OTHER MODELS

Unique status of social identity

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