Exploring Genderism and Academic Self-Efficacy among Students with Intellectual and Developmental Disabilities

This study explores the intersection of gender identity, disability identity, and academic self-efficacy among college-aged students with intellectual and developmental disabilities. Grounded in Crenshaw’s intersectionality theory and Bandura’s theory of self-efficacy, this research examines how overlapping aspects of identity influence students’ perceptions of belonging, self, and engagement in educational environments. Historically, educational systems in the United States have been shaped by ableism, sexism, and other exclusionary frameworks, which continue to influence current learning spaces. Through qualitative interviews with three students enrolled in an inclusive postsecondary education program, participants shared personal reflections on gender, disability, and the factors that impact their confidence and motivation in high school and college. Participants identified barriers such as inconsistent implementation of individualized education plans, gendered expectations in peer relationships and classrooms, and the need to self-advocate in school. This research contributes to a growing body of work and showcases the importance of inclusive, identity-affirming practices in education and emphasizes the need for educators to intentionally dismantle gendered and ableist structures that hinder student success.