Date of Award
2020
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
College of Arts Humanities and Social Sciences, Communication Studies
First Advisor
Darrin Hicks
Second Advisor
Joshua Hanan
Third Advisor
Mary Claire Loftus
Keywords
Critical discourse analysis, Cultural identity theories, Higher education, Invisible disabilities, Neurodiversity, Pedagogy
Abstract
In the United States, faculty and students are publicly claiming neurodivergent identities and support for the neurodiversity movement. This study uses Collier and Hecht’s cultural identity theories with Lang and Chen’s two-step process, critical thematic analysis (CTA), to examine avowals and ascriptions with four diagnostic terms, ASD, ADHD, bipolar disorder, and dyslexia, of students and professors from Rate My Professors (RMP) with Ritter’s frame of RMP as a phenomenon.
A total of 1,022 posts are analyzed to understand how students resist or re-inscribe popular medical model/deficit discourse in the classroom: student avowals (N = 232), professor avowals (N = 51), student ascriptions (N = 12), and ascriptions of professors (N = 736). Professors avowed dyslexia more often than the other neuro-terms. There were more ascriptions of professor’s bipolar disorder than ADHD, ASD, or dyslexia. Also, there were more student avowals and student ascriptions of ADHD than ASD, bipolar disorder, or dyslexia.
Step 1 of CTA revealed key themes for each group. Five themes emerged from student avowals: learning challenges, workload, accessibility, professor’s aptitude, and impact. Professor avowals revealed three themes: admission, blame, and disclosure. Three themes emerged from student ascriptions: diagnosis effects students’ self-perceptions, students (with the diagnosis) are disadvantaged in the classroom, and students are not treated equally or fairly by professors. Four themes emerged from ascriptions of professors: students declared or speculated professors’ neuro-identities and determined the frequency and severity of the professors’ behaviors.
Step 2 revealed neuro-identities as outside of the “typical” or normal; marked by atypical ways of learning and teaching. Students described ableism and disableism as inherent to traditional pedagogies, characteristics and behaviors, and federal/institutional policies. They also shared information about ways professors’ behaviors deviated and the extent to which deviations by professors were tolerated—and the terms thereof; including ways students corrected or worked around behaviors.
Cultural identity theories and CTA are useful for understanding neuro-identity as an important cultural identity that is discursively constructed and negotiated in the classroom. More scholarship is needed to understand how neuro-identities interact with other cultural identities to improve communication across and within neuro-identities.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Shaundi C. Newbolt
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
149 p.
Recommended Citation
Newbolt, Shaundi C., "Dis/Ableist Consumption: A Critical Thematic Analysis of Avowed and Ascribed Neuro-Identities in the Classroom" (2020). Electronic Theses and Dissertations. 1814.
https://digitalcommons.du.edu/etd/1814
Copyright date
2020
Discipline
Communication, Higher education, Disability studies
Included in
Critical and Cultural Studies Commons, Disability and Equity in Education Commons, Higher Education Commons