This National Science Foundation (NSF) $319,373 STEM Education Postdoctoral Research Fellowship (CFDA 47.076) award supports research to characterize the experiences of disabled graduate students and investigate how they negotiate their science and disability identities to persist in STEM programs.
The two-year project will include a systematic literature review to develop a theoretical framework for understanding identity negotiations, followed by interviews with disabled graduate students across various STEM fields. The findings will be used to construct a conceptual model of the identity negotiation strategies disabled students employ to persist in science graduate programs. This work aims to advance knowledge on how marginalized students engage in identity negotiations and provide insights to help STEM graduate programs and faculty better support disabled students.
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