Papers by Kirsten R Brown
The Journal of Postsecondary Education and Disability, 2017
Students with Autism Spectrum Disorder (ASD) are participating in postsecondary education at an i... more Students with Autism Spectrum Disorder (ASD) are participating in postsecondary education at an increasing rate. Yet, we know little about what types of accommodations or services disability resource providers employ to support students with ASD. The purpose of this study was to examine how postsecondary institutions are fostering the academic success of students with ASD. Using a randomly selected, nationally representative sample of postsecondary institutions (n =1,245 response rate 38.8%; return rate 41.9%), this study explored enrollment trends of students with ASD and the types of reasonable accommodations and support services offered to those students. This study used predictive modeling to isolate factors that are strong indicators of whether or not and institution provided ASD-specific programs. Findings indicate that although students with ASD are more likely to attend two-year public institutions, there are no differences in accommodations or student support services by in...
The Journal of Postsecondary Education and Disability, 2020
Caseload (student-to-staff ratio) is a metric commonly used by upper level administrators to info... more Caseload (student-to-staff ratio) is a metric commonly used by upper level administrators to inform budgetary allocations. Using a national, random sample we found that the average caseload is 133.0 students per disability practitioner. Institutions with one disability practitioner had a caseload of 154.9 students; institutions with two or three practitioners carried a caseload of 140.7 students. Practitioners working in offices with four or five full-time staff averaged 126.6 students and those with six or more full-time professionals carried a caseload of 135.2 students. Relying solely on caseload metrics to inform budgetary decisions is problematic because practitioners often have extensive workload responsibilities beyond student caseload, current caseloads may reflect overwork rather than socially-just staffing, and caseload metrics assume students use similar accommodations and these accommodations take comparable amounts of time to administer. Thus, we describe eight addition...
The Journal of Higher Education, 2015
New Directions for Student Services
Theory and Method in Higher Education Research
We seek to expand the disability theoretical toolkits of higher education scholars to include fra... more We seek to expand the disability theoretical toolkits of higher education scholars to include frameworks that view disability as multivalent. We start by describing limitations scholars can encounter when employing traditional medical, social, and minority frameworks. Then, we draw upon: (1) the temporal and fluid understandings of disability in critical disability theory, (2) the value critical realism gives to the body, impairment, and the environment, and (3) the work of Deaf epistemologies to call attention to the varied communication methods disabled college students use to encourage the use of frameworks that promote intersectional understandings that are authentic to lived experiences. We extend scholars’ toolkits by encouraging the use of frameworks that value diverse human neurology and draw attention to the hegemonic dominance of Western thought. We conclude by discussing four implications and two limitations for higher education scholars.
College Student Affairs Journal
Community College Journal of Research and Practice, 2019
Journal of College Student Development, 2017
The limited literature on sexual assault and unwanted sexual contact indicates that students with... more The limited literature on sexual assault and unwanted sexual contact indicates that students with disabilities, and specifically students with Autism Spectrum Disorder (ASD), are an at risk population. This study uses data from a multi-institution climate assessment to examine the prevalence of unwanted sexual contact. Findings indicate that students with non-ASD disabilities and students with ASD were twice as likely to report unwanted sexual contact, than their non-disabled peers were. Women students with ASD are particularly at risk. Implications for postsecondary institutions, recommendations for student affairs professionals, and areas for future research are discussed.
Accommodations and Support Services for Students with Autism Spectrum Disorder (ASD): A National Survey of Disability Resource Providers, 2017
Students with Autism Spectrum Disorder (ASD) are participating in postsecondary education at an i... more Students with Autism Spectrum Disorder (ASD) are participating in postsecondary education at an increasing rate. Yet, we know little about what types of accommodations or services disability resource providers employ to support students with ASD. The purpose of this study was to examine how postsecondary institutions are fostering the academic success of students with ASD. Using a randomly selected, nationally representative sample of postsecondary institutions (n =1,245 response rate 38.8%; return rate 41.9%), this study explored enrollment trends of students with ASD and the types of reasonable accommodations and support services offered to those students. This study used predictive modeling to isolate factors that are strong indicators of whether or not and institution provided ASD-specific programs. Findings indicate that although students with ASD are more likely to attend two-year public institutions, there are no differences in accommodations or student support services by institution type. Over 90% of institutions use academically focused accommodations (e.g., extended exam time), but only 44.7% of institutions provided sensory accommodations and 28.3% of institutions offered ASD-specific services. The existence of peer mentoring programs was the strongest predictor of whether or not an institution had ASD-specific services. Implications for practitioners working in postsecondary environments and future research are discussed.
In this feminist, constructivist case study we explored how 28 classified, administrative, and fa... more In this feminist, constructivist case study we explored how 28 classified, administrative, and faculty women’s experiences working at one university for 25−40 years have changed. Participants ranged from 45- to 70-years-old at the time of their interview, with more than half older than 60, and 84% identified as White. Women with extended history of service to a single institution provide a unique lens for examining institutional change and gendered structures as they have, in their longevity, thrived or survived. In this article we explore a subset of the findings focused on how women recognize gendered dynamics within the university, and how women respond to inequitable dynamics. Women’s descriptions of the climate include experiences of modern and benevolent forms of sexism in this institution; however, few participants identified these behaviors as sexist. We extend current understandings by documenting modern sexism in higher education and identifying patterns of description and denial of sexism, as well as adaptation and resistance to gendered dynamics. We demonstrate that climate cannot be measured solely by reports of sexual harassment, and explain why sexism is likely to be underreported.
In this feminist, constructivist case study we explored how 28 classified, administrative, and fa... more In this feminist, constructivist case study we explored how 28 classified, administrative, and faculty women's experiences working at one university for 25−40 years have changed. Participants ranged from 45-to 70-years-old at the time of their interview, with more than half older than 60, and 84% identified as White. Women with extended history of service to a single institution provide a unique lens for examining institutional change and gendered structures as they have, in their longevity, thrived or survived. In this article we explore a subset of the findings focused on how women recognize gendered dynamics within the university, and how women respond to inequitable dynamics. Women's descriptions of the climate include experiences of modern and benevolent forms of sexism in this institution; however, few participants identified these behaviors as sexist. We extend current under-standings by documenting modern sexism in higher education and identifying patterns of description and denial of sexism, as well as adaptation and resistance to gendered dynamics. We demonstrate that climate cannot be measured solely by reports of sexual harassment , and explain why sexism is likely to be underreported. over the last 40 years, the passage of title ix, the marked expansion of middle and upper-class women in the paid workforce, and greater control over fertility have dramatically shifted women's experiences in the United States. Significant changes have taken place in the context of higher education, including women surpassing men's enrollment at
More than 50% of all college students with a disability enroll in public 2- year institutions. Au... more More than 50% of all college students with a disability enroll in public 2- year institutions. Autism Spectrum Disorder (ASD) is a type of disability that affects a growing number of students in postsecondary education. Currently, over 70% of 2-year public institutions enroll students with ASD. In spite of increased awareness, the vast majority of existing ASD research
focused on primary and secondary education. Research on practices that support students with disabilities in the community college environment is imperative for promoting student success. The purpose of this mixed methods study was to explore current and best practices that support students with ASD at 2-year public, postsecondary institutions. A webbased tool was used to survey a nationally representative sample of disability service professionals from 367 2-year, public institutions (35.4% response rate). Our results show reasonable accommodations with an academic
focus (e.g., extended exam time) were provided more frequently than sensory accommodations. General support services that focused on the transition to college were offered by 42% of the institutions surveyed, and 26% of institutions supplied ASD-specific services. These results indicated that many institutions provide students with a baseline level of academic accommodations; however, accommodations and support services that specifically target the functional limitations of ASD are offered less frequently. Best practices for supporting students with ASD were synthesized and implications for practice were discussed.
Books by Kirsten R Brown
Exploring the Future of Accessibility in Higher Education, 2017
This chapter contributes to important conversations about accessibility in higher education by ex... more This chapter contributes to important conversations about accessibility in higher education by examining legal issues that shape experiences of students with autism spectrum disorder (ASD). The chapter begins by outlining the relationship between reasonable accommodations and academic success. Then, it provides an overview of ASD in relation to postsecondary education. A substantive portion of the chapter delineates current legal topics, including federal law, case law, and Office of Civil Rights (OCR) letters. Functional limitations associated with ASD are social or sensory in nature. However, legal precedent in the United States defines the major life activity of learning in a manner that does not usually include these components, thereby limiting access to sensory and social accommodations. The chapter concludes by discussing Title IX and students with ASD that experience sexual assault, the value of neurodiversity, and future implications for accessibility as the number of students with ASD in postsecondary education increases.
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Papers by Kirsten R Brown
focused on primary and secondary education. Research on practices that support students with disabilities in the community college environment is imperative for promoting student success. The purpose of this mixed methods study was to explore current and best practices that support students with ASD at 2-year public, postsecondary institutions. A webbased tool was used to survey a nationally representative sample of disability service professionals from 367 2-year, public institutions (35.4% response rate). Our results show reasonable accommodations with an academic
focus (e.g., extended exam time) were provided more frequently than sensory accommodations. General support services that focused on the transition to college were offered by 42% of the institutions surveyed, and 26% of institutions supplied ASD-specific services. These results indicated that many institutions provide students with a baseline level of academic accommodations; however, accommodations and support services that specifically target the functional limitations of ASD are offered less frequently. Best practices for supporting students with ASD were synthesized and implications for practice were discussed.
Books by Kirsten R Brown
focused on primary and secondary education. Research on practices that support students with disabilities in the community college environment is imperative for promoting student success. The purpose of this mixed methods study was to explore current and best practices that support students with ASD at 2-year public, postsecondary institutions. A webbased tool was used to survey a nationally representative sample of disability service professionals from 367 2-year, public institutions (35.4% response rate). Our results show reasonable accommodations with an academic
focus (e.g., extended exam time) were provided more frequently than sensory accommodations. General support services that focused on the transition to college were offered by 42% of the institutions surveyed, and 26% of institutions supplied ASD-specific services. These results indicated that many institutions provide students with a baseline level of academic accommodations; however, accommodations and support services that specifically target the functional limitations of ASD are offered less frequently. Best practices for supporting students with ASD were synthesized and implications for practice were discussed.