Date of Award
6-2025
Document Type
Dissertation
Publisher
Santa Clara : Santa Clara University, 2025
Degree Name
Doctor of Education (EdD)
Abstract
This qualitative phenomenological study explores the educational experiences of Asian Indian students with disabilities through the lenses of Disability Studies (DS) and Critical Disability Theory (CDT). It addresses two research questions: (1) How do Asian Indian students with disabilities describe the way the model minority myth shaped their educational experiences? and (2) In what ways do K–12 educational experiences with self-advocacy shape their transition to four-year colleges?
Participants described intense academic and career pressures stemming from cultural expectations and the model minority myth, which portrays Asian Indian communities as innately high-achieving, hard-working, and academically-oriented. These pressures, combined with disability stigma in the Asian Indian community, created significant challenges in identity development and access to support. Many participants struggled with internalized stigma, social isolation, and disbelief from educators when academic difficulties surfaced.
Three key themes emerged: Academic and Career Pressures, Social and Academic Challenges, and Self-Advocacy and College Transition. Participants who developed an understanding of their disabilities and practiced self-advocacy in K–12 settings reported smoother transitions to college. Accepting their disability identity was critical in allowing them to practice self-advocacy during their transition to a four-year college.
This study contributes to a limited body of research on Asian Indian students with disabilities by highlighting how intersecting identities of race, culture, and disability impact educational experiences. The findings suggest a need for culturally responsive practices in educational spaces that acknowledge and address the unique challenges faced by this understudied population.
Recommended Citation
Thatte, Kalpana, "Straddling Worlds: Culture, Disability, and the Myth of Academic Perfection: The Experiences of Asian Indian Students in U.S. Education" (2025). Social Justice in Educational Leadership EdD Dissertations. 21.
https://scholarcommons.scu.edu/ed_dissertations/21
