EDCEP 816 Assignment #2: Qualitative Study Critique

Name: Elizabeth Reicher

Instructions: Respond to each of the following questions by placing your complete sentence
answers in the space provided. Point values are indicated with each question.
1.) Using the reference section provided in the back of your text (or the APA Manual);
provide a complete APA style reference of the article you are critiquing (5 points). Do not
forget to indent as per APA style.
Stewart, D., & Collins, K. (2014). Constructing Disability Case Studies of Graduate Students and
New Professionals with Disabilities in Student Affairs. College Student Affairs Journal,
32(1), 19-33.
2.) How many participants are involved in this study and how were they selected (3 points)?
4 participants were involved in the study. The researchers sought participants by sending
out a mass email to students and graduates of the graduate preparation program in student
affairs. They asked all recipients to forward the email to current students or individuals
who had graduated within the past 5 years from the graduate preparation program in
student affairs. These individuals also needed to be working in the student affairs field
and have a cognitive, physical, learning, or psychological disability.
3.) What are the primary research questions that guided the study (3 points)?
The primary research questions were:
1. How do graduate students and new professionals with disabilities describe
their experiences as they transitioned to graduate preparation or new full-time
positions in student affairs?
2. In what ways do their individual stories reveal common themes regarding
barriers and supports for people with disabilities in student affairs?
4.) How well did the authors develop an argument through their review of the literature that
warranted the need for this study (5 points)? Provide one or two sentences of support for
your assertion.
The authors developed the need for their study through the review of existing literature.
The researchers found that historically disability was a social stigma where individuals
with disabilities were labeled as invalids that required medical treatment and were not
considered to able to function autonomously. The researchers focused on the contention
that disability does not limit the ability for individuals to participate in everyday
functions with their able bodied counterparts.

EDCEP 816, Instructor Hodge

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The next focus that the researchers chose was the social construction model. In which the
able hinder individuals with disabilities experiences in the student affairs program and
workplace by creating barriers to the disabled both within the preparation program and
workplace. They contend, based on their review of literature, that disabilities whether
physical or mental should not prevent these individuals from being students or employed
in the field of student affairs. They suggest that positive role models need to teach and
influence the needed changes in these educational environments and facilitate change in
cooperation with disabled students and coworkers to remove the social stigmas that have
historically limited the experiences of the disabled.
I believe that this study is a strong extension to the limited research that has been
conducted in the area of disability not only in terms of education, but in the general
population and would be a springboard for further investigation.
5.) What type of qualitative study was this (3 points)?
This study was a qualitative collective case study.
6.) How did the authors collect their data (3 points)?
Dafina-Lazarus conducted interviews with the participants using the type of
communication that each participant was most comfortable using and asked them about
their experiences in both the graduate preparation program or as members of a student
affairs staff. They were asked to disclose their disability for the purpose of the study, and
speak about how and to what extent their disability affected their daily life, class load and
job tasks as graduate students or within their workplace. The face to face and telephone
interviews lasted around 60-90 minutes. Other participants opted to communicate via
email. They were sent a list of interview questions to reply to. When the email documents
were received they were reviewed and Dafina-Lazarus responded to the emails to ask for
any additional clarification or information that was needed.
7.) What were the primary findings of the study (3 points)?
1. Negotiating Disclosure
People with visible disabilities may not be able avoid disclosure, based on the
physical attributes of their disability and how their disability affects their daily
activities in the classroom or in the workplace. Individuals with learning or
psychological disabilities may be able to choose whether or not to disclose based on
what advantage it would have if peers and colleagues knew of their disability and if
they are personally ready to disclose their disability and its affect on their activities.
2. Encountering ChallengesOnce individuals disclose their disability, they have to navigate challenges within the
classroom and/or workplace involving university students, staff, and faculty as well
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as their own inner challenges. While there are inclusive environments around, it
seems they never know what they are going to get in terms of support and
acceptance. The authors felt that there was a noticeable need for more support for
these individuals.
3. Creating Supportive EnvironmentsMore professional development is needed in order for university staff and faculty to
anticipate needs and support individuals with disabilities in educational and
professional settings.
8.) Providing supportive evidence and using your research method knowledge, what is your
overall critique of this study in terms of its research-worthy credibility (5 points)?
First of all, the sample size was appropriate to the use of the collective case study model.
The researchers compared the responses of the different participants in order to notice
common themes that emerged. Replication occurred as the participants all spoke about
common issues in their experience such as disclosure, the challenges that have
encountered, and the need for more supportive environments. Their theory was supported
by the themes that emerged. The researchers were able to spend less time and resources
collecting data by conducting in depth face to face, telephone, and email interviews
which is used commonly used in qualitative educational research.
In analysis, each case was studied alone and then analyzed further using cross-case
analysis.
I think that this study followed the collective case study model well by the size of the
sample replication of themes among cases. The research questions were affirmed by the
emerging themes in the data which created triangulation and in turn strengthened validity.
This case was well designed and a good example of collective case study design.

EDCEP 816, Instructor Hodge

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