VOICES FROM THE MARGINS: A PHENOMENOLOGICAL EXPLORATION OF HOW STUDENTS WITH DISABILITIES CONSTRUCT ACADEMIC IDENTITY IN PAKISTANI UNIVERSITIES

Abstract

This study investigates the academic identity development of disabled students in Pakistani universities in environments that typically exclude them. The implementation of the HEC Policy for Students with Disabilities has not eliminated the major obstacles preventing students with disabilities from achieving full academic citizenship status. Through Interpretative Phenomenological Analysis (IPA), the research gathered data from 19 students with varying disabilities who were studying in higher education at different levels. The study identified five central elements: students' physical and structural barrier management, social isolation experiences, belonging dynamics, faculty relations, identity development methods, and resilience formation processes. Through purposeful self-disclosure, students built academic identities and controlled their participation levels to create networking alternatives as part of their agency. This research enhances knowledge about disabilities in Pakistani university environments and advocates for targeted interventions through faculty training, peer mentoring, and institutional policy modifications to promote academic citizenship acceptance among diverse learners.