This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students. 

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The United States houses only five percent of the world’s population but over 20% of its prison population. There has been a dramatic increase in carceral numbers over the last several decades with much of this population being people with mental illness designations. Many scholars attribute this phenomenon to the

The United States houses only five percent of the world’s population but over 20% of its prison population. There has been a dramatic increase in carceral numbers over the last several decades with much of this population being people with mental illness designations. Many scholars attribute this phenomenon to the process of deinstitutionalization, in which mental health institutions in the U.S. were shut down in the 1950s and ‘60s. However, disability scholar Liat Ben-Moshe argues that this is a dangerous oversimplification that fails to credit the deinstitutionalization movement as an abolitionist movement and to take into account shifting demographics between institutions and prisons/jails. This study considers how mass incarceration in the U.S. stems from a trend of isolating and punishing BIPOC and people with disabilities at disproportionate rates as it explores lived experiences at the intersection of mental health and incarceration. Findings inform an abolitionist agenda by highlighting the near impossibility of rehabilitation and treatment in an inherently traumatizing space.

ContributorsKirsch-Stancliff, Willa (Author) / Gerkin, Alyssa (Co-author) / Bebout, Lee (Thesis director) / Cisneros, Milagros (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Department of English (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of International Letters and Cultures (Contributor)
Created2023-12
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Using critical disability theory, Foucauldian philosophy, phenomenology and my personal lived experience with a congenital impairment, the purpose of this paper is to explore a relatively unexplored subject, stigma against disability onset at birth, and how this manifests in inequitable U.S. electoral outcomes. The scope of the paper is mostly

Using critical disability theory, Foucauldian philosophy, phenomenology and my personal lived experience with a congenital impairment, the purpose of this paper is to explore a relatively unexplored subject, stigma against disability onset at birth, and how this manifests in inequitable U.S. electoral outcomes. The scope of the paper is mostly focused on federal U.S. elected officials for two reasons: the high visibility of the position and the ideal standards for an elected official. The U.S. candidates running for federal offices receive the most social attention, drawing from millions of Americans whose views on these candidates determine their electoral success. An analysis of disability representation at this level serves as the best indicator for the stigma held against congenital disability. Additionally, the role of an elected official embodies not just the model citizen but the archetypal human. An exploration of U.S. constituent perspectives on this role in politics suggest social norms locate congenitally disabled people in a particularly marginalized identity. Insights gained from this analysis might allow readers to restructure narrow assumptions about disabled people and what would constitute effective representation.

ContributorsBarry, Ryan (Author) / Lennon, Tara (Thesis director) / Oliverio-Lauderdale, Annamaria (Committee member) / Barrett, The Honors College (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Politics and Global Studies (Contributor)
Created2022-05
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People with disabilities are underrepresented in the Science, Technology, Engineering, and Math (STEM) workforce (NSF, 2016). One way to increase representation of people with disabilities in STEM fields is by supporting students with disabilities (SWDs) at the undergraduate level. In undergraduate education in the United States, SWDs represent approximately 19%

People with disabilities are underrepresented in the Science, Technology, Engineering, and Math (STEM) workforce (NSF, 2016). One way to increase representation of people with disabilities in STEM fields is by supporting students with disabilities (SWDs) at the undergraduate level. In undergraduate education in the United States, SWDs represent approximately 19% of the undergraduate community (U.S. Census Bureau, 2021). However, SWDs have lower graduation and retention rates. This is particularly true for STEM majors, where SWDs make up about 9% of the STEM community in higher education. The AAC&U has defined a list of High-Impact Practices (HIPs), which are active learning practices and experiences that encourage deep learning by promoting student engagement, and could ultimately support student retention (AAC&U). To date, student-centered disability research has not explored the extent to which SWDs participate in HIPs. We hypothesized that SWDs are less likely than students without disabilities to be involved in HIPs and that students who identify as having severe disabilities would participate in HIPs at lower rates. In this study, we conducted a national survey to examine involvement in HIPs for students with disabilities in STEM. We found that disability status significantly affects the probability of participation in undergraduate research, but is not a significant factor for participation in most other HIPs. We also found that self-reported severity of disability did not significantly impact participation in HIPs, though we observed trends that students reporting higher severity generally reported lower participation in HIPs. Our open-ended responses did indicate that SWDs still faced barriers to participation in HIPs.
ContributorsPais, Danielle (Author) / Brownell, Sara (Thesis director) / Cooper, Katelyn (Committee member) / Barrett, The Honors College (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor)
Created2022-05