Affiliations: [a] Morgridge College of Education, University of Denver, Denver, CO, USA | [b] School of Information Sciences, Wayne State University, Detroit, MI, USA
Correspondence:
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Corresponding author: Keren Dali, Morgridge College of Education, University of Denver, Denver, CO, USA. E-mail: [email protected].
Abstract: This article continues the discussion of the experiences of disabled and neurodiverse Ph.D. students in Library and Information Science programs in American and Canadian universities, following up on the previous report that addressed their struggles during and in the immediate aftermath of the COVID-19 pandemic. This article directs attention to their experiences in Ph.D. programs irrespective of the pandemic and focuses on both existing barriers and support mechanisms. Based on the results of a qualitative, online, self-administered survey, guided by hermeneutic phenomenology, the study identifies barriers rooted in attitudes and perceptions; policies and procedures; information and communication; physical spaces; virtual spaces and technology; and access to support services and networks. At the same time, an only mitigating factor and an only sustainable and consistently mentioned support mechanism was the good will, compassion, and supportive actions of individual faculty members. The article places the analysis and interpretation of empirical data in the context of academic ableism, conceptualizing the situation of Ph.D. students as a lingering state that was not improved even through the lessons and experiences of the pandemic.
