The number of young people enrolling in college who have psychiatric disabilities has grown in recent years, with these students now making up around 20% of all students with disabilities. Students with psychiatric disabilities are significantly less likely to graduate college than those with other disability types and students without disabilities. For students with psychiatric disabilities who are racially or ethnically minoritized, there can be additional challenges stemming from systemic discrimination.
Dr. Kyesha Isadore is an Assistant Professor of Rehabilitation Psychology at the University of Wisconsin-Madison and an Institute for Diversity Science affiliate. Her work looks at how different identities — in this case students with psychiatric disabilities who are also part of marginalized groups — can intersect to create unique experiences. In a recent study, Isadore and colleagues interviewed racially or ethnically minoritized college students with psychiatric disabilities to better understand their lived experiences in higher education. Prior work has found that racially or ethnically minoritized students are less likely to seek or receive support services, have poorer therapy outcomes, and experience higher levels of anxiety, depression, and suicidality compared to other students.
Professor Isadore and her colleagues looked at four main themes in their study: Challenges with Diagnoses, Belonging, Identity Development, and Support. The researchers’ findings were illuminating. Many of the study participants indicated that they struggled with sharing their diagnoses with others, particularly where their disabilities were non-apparent. Others, when talking about belonging, said it was difficult to find inclusive spaces and groups on campus. Students who were interviewed described a process of developing an understanding and acceptance of their multiple identities that was helpful. Finally, the students highlighted the importance of finding consistent sources of support. For many, familial and social supports made a difference, but consistent institutional support was critical.
Isadore and colleagues’ study points to a need to develop more holistic approaches to disability and discrimination in higher education. The authors point to Disability Resource Offices as a critical source of support in colleges and universities. However, they suggest that these offices may be able to help students by offering trainings and development opportunities for staff and creating spaces that do more to acknowledge intersecting identities and protect against discrimination.
Dr. Kyesha Isadore is an Assistant Professor of Rehabilitation Psychology at the University of Wisconsin-Madison and an IDS affiliate. Her work primarily centers on how intersectionality impacts mental health with special attention to race/ism, gender, and disability.