The Role of Religiosity on Disability Stigmatization among Disabled Tertiary Students in Ghana

This study explores the role of religiosity in shaping disability stigmatisation among university students with disabilities (e.g., visual, auditory, & physical impairments) in Ghana. Using a cross-sectional survey design, data were collected from 159 students across four academic levels using two validated instruments: the 28-item Disability Stigmatisation Scale and Joseph and DiDuca’s (2007) Religiosity Scale. Accessible formats and ethical procedures were employed to ensure inclusivity and accuracy in the data collection. Descriptive results revealed moderate levels of stigmatisation, particularly internalised shame and perceived discrimination in educational, healthcare, and employment settings. Religiosity levels were low, with variability in spiritual engagement and existential beliefs. A simple linear regression analysis showed that religiosity significantly predicted lower levels of disability stigmatisation, with a small effect size (β=-.19, R² = .036, p = .017). These findings suggest that while religiosity can offer psychological resilience and reduce stigma, its influence is context-dependent and shaped by how religious teachings are interpreted within communities. The study underscores the need for faith-based inclusion initiatives, anti-stigma education, and disability-sensitive theological reforms in Ghanaian tertiary education. Implications for policy, inclusive pedagogy, and further research are discussed.