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Dissertation
Double Consciousness Experiences of Higher Education Students with Visual Impairments
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
There exists a pressure to mask visual impairment and conform to dominant cultural behaviors for individuals who are visually impaired. In the process of masking a disability, some students with disabilities develop a secondary identity of an individual who is not disabled (Bolourian et al., 2018). This secondary identity aligns with the conventions of the dominant group. The experience of a secondary identity is similar to double consciousness experiences of race in W.E.B. Du Bois’ (1897/2020, 1903/2019, 1944/1990) double consciousness theory. There is a need to identify and understand identity issues facing students who are visually impaired (SVI) in higher education to help educational institutions connect SVI to the resources they need. This qualitative interpretive phenomenological research explored double consciousness experiences of SVI in higher education at two southeastern universities for one academic year. I used the theoretical framework of double consciousness as the lens to explore the lived experiences of students who are visually impaired. I collected data from a small sample size (n=6). SVI in this study reported experiences consistent with descriptions of double consciousness theory. The conclusions drawn from the data in this study suggest experiences of SVI in higher education are largely positive, but these students continue to suffer from familiar obstacles. The data also implied SVI and sighted individuals experience conflicts from cultural misunderstandings, and SVI will selectively mask to avoid these conflicts. This study’s findings will contribute to understanding the identity issues of SVI and to the scholarly literature on disability studies.
Details
- Title
- Double Consciousness Experiences of Higher Education Students with Visual Impairments
- Resource Type
- Dissertation
- Contributors
- Keri Fogle (Committee Chair)David Beach (Committee Member)
- Publisher
- University of West Florida Libraries; Argo Scholar Commons
- Format
- pdf
- Number of pages
- 249
- Copyright
- Unpublished work © Matthew Scott Schaffner
- Identifiers
- 99381363762206600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida