Next Article in Journal
Student Engagement in an Advanced Mathematics Program: A Case Study of Two Gifted English Learners
Previous Article in Journal
Validating Automated Feedback in an AI-Based Interactive Learning Environment for Dance: Agreement Between Expert Choreographers and the ReAL-T
Previous Article in Special Issue
Presence, Participation and Learning in Educational Inclusion: A Systematic Mapping Review of Barriers in School Contexts According to Booth and Ainscow
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Education Sciences
Volume 16
Issue 2
10.3390/educsci16020212
education-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Review

Mentoring Graduate Students with Disabilities: A Qualitative Evidence Synthesis and Review

by
Maura Borrego
1,*,
Stephanie Cawthon
2,
Ariel Chasen
2,
Lily G. Alvarez
2,
Emily Landgren
3,
Madeline O’Grady
2,
Desiree Lama
2 and
Soren Aldaco
2
1
Walker Department of Mechanical Engineering, University of Texas at Austin, Austin, TX 70701, USA
2
College of Education, University of Texas at Austin, Austin, TX 70701, USA
3
Center for Engineering Education, University of Texas at Austin, Austin, TX 70701, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2026, 16(2), 212; https://doi.org/10.3390/educsci16020212 (registering DOI)
Submission received: 5 December 2025 / Revised: 17 January 2026 / Accepted: 28 January 2026 / Published: 31 January 2026
(This article belongs to the Special Issue Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education)
Versions Notes

Abstract

Graduate education is important for career and social mobility, but it is inaccessible to many students with disabilities. Prior research describes structural and societal barriers—including but not limited to ableism and discrimination—and their impact on graduate students with disabilities. This review discusses challenges unique to graduate education such as faculty-student power differentials, unwillingness to disclose disability for fear of appearing incapable, classification of graduate students as both students and employees, and limited applicability of formal accommodations beyond organized coursework. Informed by our lived experience as disabled graduate students and faculty, we conduct a qualitative evidence synthesis of 28 articles, theses, book chapters and reports into actionable steps graduate faculty can take to mentor and support graduate students with disabilities. Using a mentoring-across-difference framework, we endorse reciprocal mentoring relationships that support trust, mutual learning, and sustained connection between mentors and mentees. Recommendations range from developing trust, questioning ableist disciplinary and graduate program norms, advocating for students and helping students develop advocacy skills, and providing scaffolding for disabled graduate students’ learning and professional development.
Keywords: disability; doctoral; graduate training; accessibility; mentorship disability; doctoral; graduate training; accessibility; mentorship

Share and Cite

MDPI and ACS Style

Borrego, M.; Cawthon, S.; Chasen, A.; Alvarez, L.G.; Landgren, E.; O’Grady, M.; Lama, D.; Aldaco, S. Mentoring Graduate Students with Disabilities: A Qualitative Evidence Synthesis and Review. Educ. Sci. 2026, 16, 212. https://doi.org/10.3390/educsci16020212

AMA Style

Borrego M, Cawthon S, Chasen A, Alvarez LG, Landgren E, O’Grady M, Lama D, Aldaco S. Mentoring Graduate Students with Disabilities: A Qualitative Evidence Synthesis and Review. Education Sciences. 2026; 16(2):212. https://doi.org/10.3390/educsci16020212

Chicago/Turabian Style

Borrego, Maura, Stephanie Cawthon, Ariel Chasen, Lily G. Alvarez, Emily Landgren, Madeline O’Grady, Desiree Lama, and Soren Aldaco. 2026. "Mentoring Graduate Students with Disabilities: A Qualitative Evidence Synthesis and Review" Education Sciences 16, no. 2: 212. https://doi.org/10.3390/educsci16020212

APA Style

Borrego, M., Cawthon, S., Chasen, A., Alvarez, L. G., Landgren, E., O’Grady, M., Lama, D., & Aldaco, S. (2026). Mentoring Graduate Students with Disabilities: A Qualitative Evidence Synthesis and Review. Education Sciences, 16(2), 212. https://doi.org/10.3390/educsci16020212

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop