Understanding Disability-Related Professional Development in Student Affairs

Abstract

The ability to support diverse populations is key in student affairs (SA) work. Professional development is one outlet for expanding multicultural competence in preparation of such work. This dissertation seeks to better understand SA professional development related to disability and disabled identity. The purpose is to assess how much professional development is happening in this area, understand how time has impacted the offerings, and recommend ways to improve disability-related professional development opportunities moving forward. Data included annual conference abstracts from the two major student affairs professional associations, spanning more than a decade. A mixed methods approach led to a thematic analysis of disability-related abstracts as well as quantitative analyses measuring proportions and change over time. Data indicate SA professional development rarely discusses disability (about 3% of the time). Over time, the American College Personnel Association (ACPA) has offered more disability-related professional development, while the National Association of Student Personnel Administrators (NASPA) has offered less. When disability is discussed at national conferences, topics of mental health and equity and inclusion surface most often. The majority of the time, conversations about disability are framed by medical thinking and a fundamental misattribution of blame for disability. This is especially true for mental impairment. Data show professionals struggle with issues surrounding disability and language. Recommendations include redesigning how professional development addresses disability, reframing how disability and diversity are situated within larger conversations in student affairs, and rephrasing the ways we talk about disability and mental impairment.