Graduation Term

Summer 2026

Degree Name

Master of Science (MS)

Department

Department of Psychology

Committee Chair

Allison Nguyen

Committee Member

Kelly Clemens

Abstract

Disclosure of disability in higher education plays a pivotal role in ensuring equitable access to accommodations and support, yet many students exhibit reluctance to disclose (Toutain, 2019). Low disclosure rates represent a growing problem for students with disabilities and highlight a need for research within this population. This study investigates the influence of language framing and explicit priming on disability prevalence. Using a between-subjects experimental design, participants were randomly assigned to one of six conditions in a 2 (prime vs. no prime) × 3 (health framing, disability framing, social framing) factorial design. The priming condition included a list of health condition categories, along with examples designed to activate awareness of the framing type, while the control condition did not include a prime. Because college students do not identify with disability-related question framings (Lister, 2020), it was predicted that both the presence of a prime and language framing would significantly increase disability prevalence in the health and social framings compared to the disability framings. Findings indicated that the presence of a prime significantly increased disability prevalence , regardless of framing, introducing important discussion about college students’ conceptions of disability and personal relevance. Findings from this study may highlight the importance of contextual cues in shaping disclosure behaviors and suggest practical implications for institutional strategies aiming to foster more inclusive environments for students with disabilities.

Access Type

Thesis-Open Access

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Available for download on Monday, April 12, 2027

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