Presentation Information
[P-38-06]Mental health at intersections of disability, race, sexuality, and gender: A photo elicitation study with Canadian post-secondary students
*Jenny Hui, Roy Moodley (Ontario Institute for Studies in Education (OISE), University of Toronto(Canada))
Keywords:
Cultural psychiatry,Student mental health,Racial minorities,Sexual and gender minorities,Disability and chronic illness
Post-secondary students across the world report rising rates of depression, anxiety, and psychological distress, linked to academic pressure, financial strain, social isolation, and systemic discrimination within (and outside of) educational institutions. There is thus growing demand for psychiatric and mental health supports across post-secondary campuses globally—particularly for students with multiple marginalized identities.
This qualitative study explores the mental health-related experiences of Canadian post-secondary students who are (1) disabled and/or chronically ill, (2) queer and/or transgender, (3) Black, Indigenous, people of colour (QTBIPOC). These students experience compounding effects of racism, ableism, homophobia, and transphobia, which in turn impact their mental health and coping.
This study will engage approximately 15 participants who are enrolled at Canadian post-secondary institutions, and who self-identify as disabled and chronically ill QTBIPOC. Participants will take part in photo elicitation interviews—a 90-minute individual interview where they can bring and discuss photographs that reflect their mental health experiences. Through this arts-based approach, participants are encouraged to articulate complex narratives of distress, coping, and resilience. Constructivist grounded theory methods will be used to analyze data; qualitative coding will identify recurrent themes in participants’ interviews. Results will convey core themes related to (1) students’ understanding of mental health; (2) factors that negatively impact mental health; (3) ways of coping in the face of challenges; and (4) factors that promote thriving. These core themes will form a theoretical framework capturing the mental health experiences of disabled and chronically ill QTBIPOC students.
This study builds knowledge about how cultural factors (e.g., race, sexuality, gender, disability status) influence student mental health, and in turn psychiatric research and practice. This study aims to inform the development of culturally sensitive psychiatric supports for students, and lay groundwork for future research focused on the mental health experiences and care needs of multiply marginalized post-secondary students.
This qualitative study explores the mental health-related experiences of Canadian post-secondary students who are (1) disabled and/or chronically ill, (2) queer and/or transgender, (3) Black, Indigenous, people of colour (QTBIPOC). These students experience compounding effects of racism, ableism, homophobia, and transphobia, which in turn impact their mental health and coping.
This study will engage approximately 15 participants who are enrolled at Canadian post-secondary institutions, and who self-identify as disabled and chronically ill QTBIPOC. Participants will take part in photo elicitation interviews—a 90-minute individual interview where they can bring and discuss photographs that reflect their mental health experiences. Through this arts-based approach, participants are encouraged to articulate complex narratives of distress, coping, and resilience. Constructivist grounded theory methods will be used to analyze data; qualitative coding will identify recurrent themes in participants’ interviews. Results will convey core themes related to (1) students’ understanding of mental health; (2) factors that negatively impact mental health; (3) ways of coping in the face of challenges; and (4) factors that promote thriving. These core themes will form a theoretical framework capturing the mental health experiences of disabled and chronically ill QTBIPOC students.
This study builds knowledge about how cultural factors (e.g., race, sexuality, gender, disability status) influence student mental health, and in turn psychiatric research and practice. This study aims to inform the development of culturally sensitive psychiatric supports for students, and lay groundwork for future research focused on the mental health experiences and care needs of multiply marginalized post-secondary students.