Physics mentors' conceptions of disability and physics

Physics mentors' interactions with disabled physics mentees may be shaped by their preconceived ideas about disability and the interaction of specific impairments with physics learning and research experiences. Physics mentors' preconceptions might negatively impact students' learning and research experiences through mechanisms such as limiting opportunities or stereotype threat. After teaching or mentoring a student with a disability, faculty members may develop positive conceptions about the impairment experienced by the disabled mentee. We interviewed fourteen physics mentors about their experience teaching or mentoring disabled students. In this comparative case study, we identified instances where mentors discussed topics related to disability and/or careers with disabled students or mentees. Then, we used thematic analysis to identify trends in how mentors discussed these topics with students and mentees. We found that physics mentors discussed a variable impact of disability across career type and by disability type, that they expressed a diversity of thoughts on the role of postsecondary accessibility accommodations on future careers, and that many were anxious about discussing disability. We discuss the implications of our findings for teaching and mentoring.