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Being the Wizard behind the Curtain: Teaching Experiences of Graduate Teaching Assistants with Disabilities at U.S. Universities

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Abstract

This study investigated the teaching experiences of graduate students with disabilities, using 12 semi-structured in-person and phone interviews. We selected participants using stratified random sampling representing diverse disabilities, degree programs, and regions of the United States. Findings suggest that students engage in complex self-accommodation influenced by their dual roles as students and employees. Students also discussed their development as instructors and the need for mentoring and campus spaces for disability. We utilize the metaphor of the “wizard behind the curtain” to explain how these students actively navigate graduate school.

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Notes

  1. The semi-structured interview questionnaire is available to readers by contacting the corresponding author at mldamian@syr.edu.

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Authors and Affiliations

  1. Syracuse University, Huntington Hall, Syracuse, NY, USA

    Michelle L. Damiani & Wendy S. Harbour

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  1. Michelle L. Damiani
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  2. Wendy S. Harbour
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Correspondence to Michelle L. Damiani.

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Damiani, M.L., Harbour, W.S. Being the Wizard behind the Curtain: Teaching Experiences of Graduate Teaching Assistants with Disabilities at U.S. Universities. Innov High Educ 40, 399–413 (2015). https://doi.org/10.1007/s10755-015-9326-7

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