Michelle Jarman

Relations of Abortion: Crip Approaches to Reproductive Justice

The article challenges the politically reductive ways that disability is leveraged by both antiabortionists and pro-choice supporters—on one side to claim “protection” of all life, and on the other to use disability as a crucial justification for abortion rights. It centers disability for two reasons: first, to demonstrate the deep connections of disability to the ongoing political erosion of access to reproductive healthcare services, which disproportionately impacts women of color and economically vulnerable women; and second, to build on recent scholarship suggesting a merging of critical disability and reproductive justice approaches to reconfigure the dominant pro-choice public discourse on abortion. To bring these two approaches closer together, this article focuses on two key elements of the abortion debate—access and autonomy—from a critical disability studies lens. By foregrounding disability approaches to access and critiques of autonomy, the complicated relational concerns of reproduction are brought into focus. Ultimately, it argues that an interconnected relational context provides a more nuanced approach that both supports women’s access to reproductive options and demands an expansion of the political frame based on choice and rights to include valuing and sustaining lives, challenging precarity, and supporting complex reproductive decisions.

Undergraduate Students with Nonapparent Disabilities Identify Factors that Contribute to Disclosure Decisions

Abstract The purpose of this qualitative study is to explore the reasons university students with nonapparent disabilities gave for formally disclosing their disability and seeking the university’s disability services or not and the consequences they associate with their decisions. Conducted in a Mid-western four-year university, nine students with self-identified nonapparent disabilities participated in the study. Qualitative semistructured interviews were conducted to gather in-depth data from participants. A five-stage approach to qualitative data analysis was adapted to analyse the data. The findings indicate positive experiences with formal disability disclosure, but revealed barriers impeding students’ desire to disclose. Recommendations challenge colleges and universities to create an inclusive ethos for all students with disabilities by removing barriers impeding their full participation in academia.