Narratives of success: high-achieving women with disabilities navigating higher education in Australia

Abstract

Students with disabilities in higher education experience lower rates of enrollment, persistence and completion than their nondisabled peers; however, there is limited research describing experiences of highly successful students with disabilities. This study employed an anti-deficit framework to examine postsecondary experiences of high-achieving women with disabilities enrolled in a regional university in Australia. Researchers conducted in-depth interviews with 24 women with self-disclosed physical, psychological and sensory disabilities representing the following eight fields of study: arts, business, education, engineering, health sciences, nursing, and psychology. Interviews explored motivations for enrolling in higher education, academic services and support accessed, and skills and attributes contributing to their success. The findings reveal that participants possessed a strong sense of purpose, effectively utilized formal and informal supports, and demonstrated a unique combination of study skills, coping mechanisms, disability awareness, and resilience. Findings highlight the strategies and strengths these students employed to persist and succeed, offering valuable lessons for creating more supportive environments in higher education for individuals with disabilities.