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The study explored the experiences of young adults who have a sibling with cerebral palsy living in Nairobi, Kenya in order to establish how they made sense out of the experience of growing up with a sibling with CP. The study used a qualitative approach with an Interpretative Phenomenological Analysis (IPA) whereby six participants all young adults aged between eighteen and twenty four years, were interviewed using semi-structured interviews. Data analysis was undertaken according to IPA guidelines. The findings generated four super ordinate themes namely: increased sense of reward, emotional impact, family relationships and public relations. The findings revealed that there was a direct impact on sense of psychological well-being both negatively and positively. On one hand, the young adults experienced feelings of stigma, fear about the future, anger and a sense of responsibility. While on the other hand they experienced personal growth in terms of a sense of personal development and some concrete rewards. In conclusion, the study demonstrated the potential for personal development in the group studied and made a contribution to understanding the disabling impact of society on the lives of sibling due to disability by association.

Given the dearth of scholarly literature that has been published on the experiences of Black and White men enrolled in STEM programs, this qualitative research investigation examines the academic, social, and psychological experiences of Black men (N=20) and White men (N=16) currently enrolled in STEM doctoral programs nationwide. Overall, this study explores how Black and White men maneuver through their graduate education regarding the challenges and oppositions they experience across race and gender lines. Findings indicate that both Black and White men succeed within their STEM graduate programs when they have access to supportive faculty advisors and mentors, feel confident as researchers, and have built a strong peer and familial support network. However, Black and White men’s academic, social, and psychological experiences diverge across racial and gender lines. For example, Black male STEM doctoral students struggle with severe isolation, racial discrimination, and develop a heightened awareness of their intersectional identities within predominately White educational spaces. On the other hand, White men experience imposter syndrome, psychological tension, and struggle to stay motivated with their degree programs. In addition, they do not consider nor reflect on their intersectional identities within predominately White educational spaces, amongst dealing with other stressors. These distinct issues impacted Black and White men’s academic, social, and psychological experiences, respectively. Despite the different types of experiences that Black and White men encounter, they identified similar strategies to cope and succeed in their degree programs. These strategies include exercising, seeking therapy, identifying supportive mentors and peers, and discussing their graduate school experiences with family and peer groups. This study concludes by providing recommendations to improve U.S. STEM doctoral programs.