TY - JOUR
T1 - Being the Wizard behind the Curtain
T2 - Teaching Experiences of Graduate Teaching Assistants with Disabilities at U.S. Universities
AU - Damiani, Michelle L.
AU - Harbour, Wendy S.
N1 - Publisher Copyright:
© 2015, Springer Science+Business Media New York.
PY - 2015/11/1
Y1 - 2015/11/1
N2 - This study investigated the teaching experiences of graduate students with disabilities, using 12 semi-structured in-person and phone interviews. We selected participants using stratified random sampling representing diverse disabilities, degree programs, and regions of the United States. Findings suggest that students engage in complex self-accommodation influenced by their dual roles as students and employees. Students also discussed their development as instructors and the need for mentoring and campus spaces for disability. We utilize the metaphor of the “wizard behind the curtain” to explain how these students actively navigate graduate school.
AB - This study investigated the teaching experiences of graduate students with disabilities, using 12 semi-structured in-person and phone interviews. We selected participants using stratified random sampling representing diverse disabilities, degree programs, and regions of the United States. Findings suggest that students engage in complex self-accommodation influenced by their dual roles as students and employees. Students also discussed their development as instructors and the need for mentoring and campus spaces for disability. We utilize the metaphor of the “wizard behind the curtain” to explain how these students actively navigate graduate school.
UR - http://www.scopus.com/inward/record.url?scp=84944510807&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84944510807&partnerID=8YFLogxK
U2 - 10.1007/s10755-015-9326-7
DO - 10.1007/s10755-015-9326-7
M3 - Article
AN - SCOPUS:84944510807
SN - 0742-5627
VL - 40
SP - 399
EP - 413
JO - Innovative Higher Education
JF - Innovative Higher Education
IS - 5
ER -