Evidence map›Paper›PMID 35812768›Full record

ArticleAfrican journal of disability2022

The subjective experiences of students with invisible disabilities at a historically disadvantaged university.

Carushca de Beer, Serena Isaacs, Cameron Lawrence, Gugulethu Cebekhulu, Jade M Morkel, Jonathan Nell, Noluthando Mpisane, Wayne P van Tonder, Yolanda R Mayman, Lobisa Z Thobejane and 1 more

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In one paragraph

Article in African journal of disability, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Carushca de BeerDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0003-1682-7072
Serena IsaacsDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0002-5952-8614
Cameron LawrenceDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0002-1335-0355
Gugulethu CebekhuluDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0002-3966-4432
Jade M MorkelDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0002-9840-5166
Jonathan NellDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0001-9950-1072
Noluthando MpisaneDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0002-0529-5309
Wayne P van TonderDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0002-4295-4481
Yolanda R MaymanDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0003-1377-9669
Lobisa Z ThobejaneDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0002-0350-6483
Athena PedroDepartment of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa.ORCID https://orcid.org/0000-0002-6518-4854

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Despite policies that promote inclusivity of students with various challenges, students with invisible disabilities at higher learning institutions may encounter various levels of stigma and marginalisation. This primarily stems from a lack of awareness about what invisible disabilities encompass, and very importantly, how they affect those who live with them. Objective: This study explored the subjective experiences of students with invisible disabilities at a historically disadvantaged university. Method: This study used a qualitative approach to facilitate the exploration of the subjective experiences of students with invisible disabilities. Twelve students with invisible disabilities were interviewed online via Google Meet platform, using semi-structured interviews. Interviews were transcribed verbatim and analysed using a thematic analysis. Results: Three thematic domains were identified, invisibly disabled students' subjective experiences within the context of (1) home and community, (2) university life and (3) support offered at their university. Conclusion: This study's findings highlight the importance of awareness of invisible disabilities in higher education. Support for students with invisible disabilities, and breaking down the barriers to it, can compound better experiences in the lives of those who have invisible disabilities. Targeted awareness campaigns could contribute to more mindful learning and teaching practices and improve the overall experience of these students. This information can also be used to promote awareness of students with invisible disabilities in higher education institutions.

Indexed as

awarenessdisability unitshigher educationhistorically disadvantaged universityinvisible disabilitypolicystigmasupport

Identifiers

PMID35812768
PMCPMC9257706

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.