{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T15:39:41Z","timestamp":1791214781818,"version":"4.1.0"},"reference-count":56,"publisher":"Wiley","issue":"1-2","license":[{"start":{"date-parts":[[2007,2,10]],"date-time":"2007-02-10T00:00:00Z","timestamp":1171065600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["American J of Comm Psychol"],"published-print":{"date-parts":[[2007,3]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Community psychologists have called for research on human diversity and interactions between individuals and society with a focus on oppression. This study examines learning disabilities as they co\u2010occur with other sociopolitical minority statuses. We examined dominant cultural narratives of and individual responses to learning disability, race\/ethnicity and gender identified by low\u2010income men and women of color with learning disabilities. Our qualitative analysis identified cultural narratives that suggest that: (1a) individuals with learning disabilities are perceived as having an illegitimate impairment and being of lower intellectual ability and unworthy; (1b) having an invisible disability facilitates passing as nondisabled, thereby lessening disability discrimination from within racial\/ethnic groups; (1c) having a learning disability detracts from positive gender expectations and exacerbates negative ones; and (1d) gender and racial\/ethnic narratives are relevant for individuals with learning disabilities. Our analysis also identified two overarching individual acts of resistance used to thwart internalization of oppressive cultural narratives: (2a) removing self from oppressive environments and (2b) reframing dominant cultural narratives (including discounting the validity of negative messages, using negative narratives for motivation, and engaging in positive self\u2010talk). We discuss findings in relation to extant research and theory and consider implications for research, theory, and practice.<\/jats:p>","DOI":"10.1007\/s10464-007-9094-3","type":"journal-article","created":{"date-parts":[[2007,2,9]],"date-time":"2007-02-09T18:11:01Z","timestamp":1171044661000},"page":"145-161","source":"Crossref","is-referenced-by-count":108,"title":["Disability, race\/ethnicity and gender: themes of cultural oppression, acts of individual resistance"],"prefix":"10.1002","volume":"39","author":[{"given":"Katherine E.","family":"McDonald","sequence":"first","affiliation":[{"name":"Department of Psychology University of Illinois at Chicago  Chicago IL USA"},{"name":"Department of Psychology Portland State University  97207-0751 Portland OR USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Christopher B.","family":"Keys","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Illinois at Chicago  Chicago IL USA"},{"name":"Department of Psychology DePaul University  Chicago IL USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Fabricio E.","family":"Balcazar","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Illinois at Chicago  Chicago IL USA"},{"name":"Department of Disabilities and Human Development University of Illinois at Chicago  Chicago IL USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2007,2,10]]},"reference":[{"key":"e_1_2_8_2_1","first-page":"341","article-title":"Advocate development in developmental disabilities: A data-based conceptual model","volume":"34","author":"Balcazar F.","year":"1996","journal-title":"Mental Retardation"},{"key":"e_1_2_8_3_1","unstructured":"Balcazar F. 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