Hello! Welcome to my first ever blog post, my name is Kayla. I plan to use this platform to share different topics on race, class, and gender. Beginning with a topic personal to me, the challenges of a disability in an academic setting.
In third grade, my teacher would battle with me every morning to stay seated until I finished the warm-up activity. Although, every day was the same and I would always choose to hang out with my friends who were already finished with the activity. This activity was an A - Z cursive book, the object of it was to learn how to write cursive. I only completed half of the book. The teacher was not mad but instead recognized I had an undiagnosed learning disability. He referred my parents to a child psychiatrist.
In sixth grade, I brought home a report card with all Fs. My parents were not happy about this and immediately reached out to the psychiatrist. Finally, after 11 years of my life, I was diagnosed with ADHD (inattentive type). Described by the Healthline article linked, ADHD is the inability to focus or the lack of impulse control.
In ch. 35 of the Race, Class, and Gender book by Margaret L. Anderson and Patricia Hill Collins. A story of a kid with dyslexia named Michael was described using an intersectional lens. Although I can not compare to the degree to which Michael faced these challenges. I am also going to describe my own personal experiences of my learning disability through an intersectionality lens.
As described in Dr. Stern's blog on the four domains of power:
Structural, the lack of resources for those with disabilities. It is not easy acquiring the correct medication and accommodations.
Disciplinary, the unjust discrimination of people with a disability receiving a job.
Hegemonic, the norm of adults with disabilities believed to be unsuccessful. In my own personal life, I constantly am having to work twice as hard as other students just to feel "good enough".
Interpersonal, personal views of disabilities being a bad thing. I am constantly teased and bullied, names like slow or dumb are often used.
Above is a supplemental artifact of my Dad and me, at my high school graduation. This was a moment in my life when I truly felt successful and good enough for society.
Concept Reference:
Connor, D. J. (2020). Michael's Story "I get into so much trouble just by walking": Narrative
As described in Dr. Stern's blog on the four domains of power:
Structural, the lack of resources for those with disabilities. It is not easy acquiring the correct medication and accommodations.
Disciplinary, the unjust discrimination of people with a disability receiving a job.
Hegemonic, the norm of adults with disabilities believed to be unsuccessful. In my own personal life, I constantly am having to work twice as hard as other students just to feel "good enough".
Interpersonal, personal views of disabilities being a bad thing. I am constantly teased and bullied, names like slow or dumb are often used.
Above is a supplemental artifact of my Dad and me, at my high school graduation. This was a moment in my life when I truly felt successful and good enough for society.
Concept Reference:
Connor, D. J. (2020). Michael's Story "I get into so much trouble just by walking": Narrative
Knowing and Life at the Intersections of Learning Disability, Race, and Class. In M. L. Andersen & P. H. Collins (Eds.), Race, class, & gender: Intersections and inequalities (pp. 331-348). Boston, MA: Cengage.
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