The Road to the Ivory Tower: The Learning Experiences of Students with Disabilities at the University of Manitoba
Bibliographic record
Abstract
Although qualitative research on the learning experiences of disabled students at university is burgeoning, either/or, medical or social approaches are most often used to study disablement. In this study, I adopted an interpretive phenomenological analysis — which considers the fundamental imbrication of bodies, identities, and environments — to explore the learning experiences of students with disabilities at the University of Manitoba in Canada. While some students received social support to attend university, other students negotiated a challenging journey to higher education, characterized by low expectations for academic success. At university, the students reported bodily-social challenges to academic achievement that hindered the learning process. Students anticipated an uneasy future upon graduation, characterized by poor job opportunities and economic disparity. The findings suggest that great strides and much advocacy are still required for students with disabilities to be viewed as bodies that bear intellectual value in university settings. Researchers should consider the merits of phenomenological approaches to thinking about the body-social challenges that disabled students still face in the struggle for inclusive higher education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.037 | 0.017 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.003 | 0.010 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".