Exploring Challenges Related to Social Identity Acceptance and Interpersonal Relationships Among Disabled University Students in Malaysian Public Universities
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Abstract
In the higher education environment in Malaysia, disabled university students often face difficulties with their social identity acceptance and forming interpersonal relationships. This study investigates these challenges among disabled university students in Malaysian public universities. By employing Social Identity Theory and Social Comparison Theory, the research explored how these students navigated their identities and relationships within the academic environment. The study used a qualitative approach by conducting semi-structured interviews with eight disabled university students. The findings revealed that negative self-perception, societal stigma, and non-inclusive infrastructure significantly hindered their ability to form meaningful interpersonal connections. These challenges were further worsened by the lack of inclusive practices and inadequate support systems in the university setting. The study emphasised the need for targeted interventions to improve social identity acceptance and enhance the quality of interpersonal relationships for disabled university students, ultimately contributing to a more inclusive educational experience.
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