About

Kathleen McGoldrick is a clinical associate professor in the Department of Health Science at Stony Brook University, where she also serves as Vice Chair. She teaches courses including Research Methods in Health Science, Scholarly Writing in Health Science, and courses within the Disability Studies and Human Development concentration, specifically Disability Health and Community and Disability and Employment. Her scholarly interests include promoting greater awareness of the experiences of disabled people, advocating for the rights and inclusion of people with disabilities through curriculum development and student-centered learning activities. Professor McGoldrick has been a member of The Society for Disability Studies since 2008 and remains actively committed to disability advocacy. She is currently the principal investigator on a study evaluating the effectiveness of a peer mentor training program in an adaptive soccer program and on a grounded theory textual analysis of the phenomenon of sharenting through social media posts by parents of children with disabilities. She holds a Master of Library Science from St. John’s University and a Bachelor of Arts in English from Siena College. Her work includes collaborating with community-based recreation programs to educate volunteers working with children with disabilities and coordinating student volunteers in adaptive soccer programs, as well as facilitating senior instructor trainings for volunteer programs.

Research topics

• Psychology
• Sociology
• History
• Medical education
• Gender studies

Selected publications

• ‘Look at Us … We're Walking’

  2023-04-05

  book-chapterSenior author

  Many parents with a disabled child find their support needs met online through social media. Numerous advocacy organisations utilise blogs and websites to connect parents of disabled children. While these support sites provide community and resources, not all posts are anonymous. Often highlighting pictures and narratives that reveal intimate and potentially embarrassing information, once posted, they are nearly impossible to erase. With all the benefits of online sharing, the risk to a child’s autonomy is often overlooked and left unprotected. How much sharing is too much? Where might boundaries be set regarding a disabled child’s right to privacy?

  PublisherDOI

• Review of Disability and Life Writing in Post-Independence Ireland by Elizabeth Grubgeld

  Disability Studies Quarterly · 2021-03-31

  articleOpen access1st authorCorresponding

  No abstract available.

  PublisherDOI

• Shifting Perspectives: Enhancing Healthcare Professionals' Awareness Through a Disability Studies Undergraduate Curriculum

  Canadian Journal of Disability Studies · 2018-03-29 · 1 citations

  articleOpen access1st authorCorresponding

  Disability Studies has experienced steady growth in the humanities, the social sciences, and education departments of a growing number of United States colleges and universities. One area of study that has remained static is undergraduate health science, where the number of schools offering a degree in disability studies has grown slightly from two in 2009 (Cushing & Smith, 2009b; Taylor & Zubal-Ruggieri, 2013) to four in 2015 (Zubal-Ruggieri, 2015). Some disability scholars believe that health science students are missing out on an opportunity to incorporate this perspective into their outlook and approach to disability. Longmore (1991) believes that "students interested in healthcare . . . need to have the opportunity to study this [disability] in the same way that they have the opportunity to study women's history or African American history or Asian history" (Stanford University News Service, Silent Screen Villains section, para.12). This opportunity can shape a group of healthcare professionals who view disability from a unique individual perspective. The purpose of this survey research study was to examine alumni self-perception of the impact of completing a one-semester (16 credit) disability studies concentration in an undergraduate health science major. Fifty-one alumni from a New York area public research 1 level university who graduated between 2006 and 2012 with a Bachelor of Science in Health Science and a concentration in Disability Studies were surveyed to examine their perception of the helpfulness of the curriculum in four areas: practice and/or post-graduate study, comfort level interacting with people with disability, confidence level in ability to work with people with disability, and sensitivity and awareness of disability issues. This survey research study used descriptive statistics to analyze the responses to 10 Likert questions. The paper also includes comments from one open-ended question that allowed respondents to add additional thoughts and comments. The results strongly indicated that the health science alumni perceived a positive increase in the four focus areas as a result of completing the disability studies concentration.

  PublisherOA PDFDOI

• The Intersection of Disability Studies and Health Science

  Transformations The Journal of Inclusive Scholarship and Pedagogy · 2016-01-01 · 4 citations

  article

  Sharon Cuff, Kathleen McGoldrick, Stephanie Patterson, Elizabeth Peterson, The Intersection of Disability Studies and Health Science, Transformations: The Journal of Inclusive Scholarship and Pedagogy, Vol. 25, No. 2, Teaching Disability (Fall 2014/Winter 2016), pp. 37-50

  PublisherDOI

• The Intersection of Disability Studies and Health Science

  Transformations The Journal of Inclusive Scholarship and Pedagogy · 2014-01-01 · 2 citations

  article

  Transformations: The Journal of Inclusive Scholarship and Pedagogy - Volume 25, Number 2, Fall 2014 / Winter 2016

  PublisherDOI

Frequent coauthors

• Sharon A. Ray

  University at Buffalo, State University of New York

  2 shared

• Sharon Cuff

  2 shared

• Stephanie K. Patterson

  University of Michigan–Ann Arbor

  1 shared

• Elizabeth Peterson

  1 shared

• Stephanie Patterson

  1 shared

• Elizabeth Peterson

  University of Illinois Chicago

  1 shared

• Stephanie Patterson

  1 shared

• Deborah Zelizer

  Stony Brook University

  1 shared

Education

• Master of Library Science, Library and Information Science

  Saint John's University

  1993

• BA, English

  Siena College

  1987