The Diversity Within: Exploring Heterogeneity in Disability Identity and Its Associations with Self-Efficacy and Belonging among University Students with Disabilities

Although disability identity has been widely examined among individuals with disabilities, relatively little is known about whether heterogeneous disability identity profiles exist among university students with disabilities from a quantitative perspective. In addition, limited research has examined how such heterogeneity relates to key psychosocial experiences in higher education, including university-related self-efficacy and sense of belonging. Therefore, this study aimed (a) to identify heterogeneous profiles of disability identity using the well-validated Disability Identity Development Scale (DIDS) and (b) to examine associations between these profiles and university-related self-efficacy and sense of belonging. Latent profile analyses and analyses of covariance were conducted using data from 211 university students with disabilities in the United States. Results identified three disability identity profiles: a profile characterized by higher anger and frustration alongside moderate engagement with the disability community (Class 1), a profile characterized by lower engagement with the disability community (Class 2), and a profile characterized by consistently higher levels of disability identity across domains (Class 3). Approximately 80% of participants belonged to Class 2 or Class 3. Higher disability identity was associated with greater social self-efficacy and stronger sense of belonging, particularly in terms of university affiliation and relationships with faculty and staff. Overall, the findings support a psychosocial and relational model of disability identity and underscore the importance of recognizing heterogeneity in disability identity development among university students. The results have implications for researchers, educators, and institutions seeking to foster more inclusive, relationally responsive learning environments in higher education.