Disability and Authentic Leadership in the Classroom: A Qualitative Undergraduate Case Study

Abstract

Medical, moral, and social perspectives of disability have evolved, creating certain stigmas and stereotypes of this minority community, including the university undergraduate disabled student population. Authentic leadership can aid in restoring the social experiences of the disabled community in learning settings (Procknow et al., 2007; Procknow & Rocco, 2021). A qualitative phenomenological case study was conducted examining the lived experiences of a disabled undergraduate community within the theoretical perspective of authentic leadership and the methodological perspectives within the domains of Critical Disability Studies in the faculty/student relationship. The results of this study may further improve the use of authentic leadership within educational techniques and approaches in the undergraduate classroom for disabled learners.

Keywords: Authentic leadership, relational transparency, disability, critical disability studies, faculty/student relationship