Impact of ableist microaggressions on university students with self-identified disabilities

Abstract

Ableist microaggressions are brief or covert insults that are targeted towards individuals based on their disability status (Keller & Galgay, 2010; Sue et al., 2007). Qualitative studies of people with disabilities reveal that anger, embarrassment, and frustration are commonly experienced in relation to ableist microaggressions, suggesting that psychological outcomes could be impacted (Keller & Galgay, 2010). However, more quantitative studies are required to examine this relationship. Studies of racial microaggressions have found that these experiences are related to poorer academic performance, lower self-esteem, and poorer mental health outcomes (Ikram et al., 2016; Nadal, Wong, Griffin, Davidoff, & Sriken, 2014; Solorzano, Ceja, & Yosso, 2000). Institutional betrayal could also be an exacerbating factor on mental health for those who experience racial microaggressions (Gómez, 2015). The current study examined the relationship between ableist microaggressions and academic performance, self-esteem, and mental health outcomes. Canadian university students (n = 111) with self-identified disabilities completed a survey that assessed disability-related discrimination, institutional betrayal, academic performance, self-esteem, and mental health. Experiences of discrimination were significantly correlated with greater symptoms of anxiety, depression, and poorer academic self-concept. Institutional betrayal was also significantly correlated with experiences of discrimination, symptoms of anxiety, depression, and poorer academic self-concept. Ableist microaggressions and overt discrimination negatively impact university students and highlight the need for additional psychological and academic supports for students with disabilities on campus.