Unita Werdi Rahajeng, Wiwin Hendriani, Pramesti Pradna Paramita
Background/purpose. Self-advocacy is an important but underserved skill for students with disabilities in higher education, especially in Indonesia, where structural and social barriers persist. This study explores the reasons behind self-advocacy and the experiences of students with disabilities who actively advocate for themselves. The study fills the gap in understanding student agency in navigating higher education environments that are not fully inclusive. Materials/methods. The study employed an online survey targeting students with disabilities across Indonesian universities. A total of 103 respondents participated, with 50 students (48.5%) reporting experiences of self-advocacy on campus. The survey included both closed- and open-ended questions, which were thematically analyzed to explore the reasons and perceived impacts of the self-advocacy practices. Results. Four main reasons as motivations for self-advocacy emerged: encountering barriers on campus, awareness of disability rights, motivation for self-development, and seizing opportunities. The reported impacts reflected a combination of success and challenges, including positive changes, self-benefits, unmet expectations, and uncertainty. These findings suggest that self-advocacy is a purposeful, goal-driven process shaped by both institutional conditions and individual agency. Conclusion. While self-advocacy can empower students and catalyze institutional change, it should not substitute for systemic responsibility. The study emphasizes the need for proactive institutional support and contributes new insights into disability agency in the Global South, particularly within the Indonesian higher education context. © The Author(s), 2025.
Universitas Brawijaya, Indonesia; Faculty of Psychology, Universitas Airlangga, Indonesia; the Faculty of Psychology, Universitas Airlangga, Indonesia
