Functions of epistemic trust within the narratives of scientists with disabilities

Epistemic trust in the science community is pivotal to their everyday work. Without it, scientists have a limited voice in their field. However, it has been unjustly limited due to ascribed characteristics (race, gender). Furthermore, our understanding of how epistemic trust functions within the narratives of scientists with disabilities (ScWDs) is limited. Using a case study, this research amplifies the voices of seven ScWDs as meaningful sources of knowledge and insight into their lives. Findings provide more nuance to the concept of epistemic trust – inherent in their stories is the impact of disability on competence, integrity and goodwill. For example, competence takes on a different meaning, challenging conventional expectations and disrupts ableist views. These theoretical nuances are discussed and can support future research in science education in understanding how people with disabilities (PWD) develop relationships with their peers, colleagues and teachers. Teachers can reflect on their concepts of competency, and how students with disabilities might demonstrate their knowledge and creativity in science classroom. Researchers, teachers, and administrators can re-engage with concepts of goodwill and how PWDs are motivated by helping others. Ultimately, understanding ScWDs’ lived experiences provides a new perspective on epistemic trust within the scientific community and science education.