Abstract:
Despite increased disability awareness and the advancement of disability rights laws, the
stigma of disabilities continues to be a problem in our country. Ableism is the outcome of
negative attitudes towards disabilities perpetuating the belief that being able-bodied is preferable
over being disabled (Siebers, 2008). This study examined attitudes towards disabilities in the
world of academe through the stories of disabled faculty. The purpose of this study was to
understand the experiences of faculty members living with a disability in higher education and
how they used the transformative learning stages in their adaptation and growth. Seven faculty
members were interviewed for this study selected from both a four-year public university and a
two-year community college. The study was designed using an adult education framework and
data was analyzed using Mezirow’s transformative learning theory. Critical disability theory and
feminist disability theory were also used to help understand the data. A narrative inquiry
approach was used by completing semi-structured interviews which provided space for the
participants to tell their stories. Each of the participants identified moments of transformative
learning throughout their educational and professional journeys. Their experiences illuminated
the ongoing stigma of disabilities, even within the world of higher education.
