Exploring the Lived Experiences of Racially/Ethnically Minoritized College Students with Psychiatric Disabilities.

Research suggests that racially/ethnically minoritized (REM) students with psychiatric disabilities are less likely to receive support services, have poorer therapeutic outcomes, and experience higher levels of anxiety, depression, and suicidality than their non-REM college-aged peers without psychiatric disabilities. This study highlights how REM college students with psychiatric disabilities make meaning of their experiences and identities while navigating systemic racism and ableism in higher education. Qualitative data were obtained through semi-structured interviews, and interpretative phenomenological analysis procedures were employed to identify themes. Disability Critical Race Theory served as the theoretical framework to guide the development of the study and interpretation of results. Analyses identified four superordinate themes and 16 sub-themes: challenges with diagnoses (sub-themes: cultural barriers to understanding mental health concerns, disclosing diagnoses, impact of diagnosis), belonging (sub-themes: isolation, inclusive intersectional spaces, connection to others with similar identities, navigating predominately white spaces, inevitable discrimination), identity development (sub-themes: self-awareness, negotiating identity, erasure of identity, navigating multiple marginalized identities, pride), and support (sub-themes: family support, social support, institutional support, self-support). This study demonstrates the importance of adopting an intersectional approach by centering race/ethnicity and disability for REM students with psychiatric disabilities and that systemic racism and ableism present major challenges for students navigating institutional settings. [ABSTRACT FROM AUTHOR]