The DOI matches its Crossref record, with a small difference in title or year; 5 of the 5 references it cites were found in a registry or an index.
Layers of Silence, Arenas of Voice: The Ecology of Visible and Invisible Work
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The paper extends prior understanding of social inaccessibility and brings to light a new form of social inaccessibility that reduces people's opportunity to even try technologies like digital banking: interactions unmediated by technology and characterized by bank officials' limited awareness of people with disabilities.
“We extend this understanding and bring to light a new form of social inaccessibility that reduces people's opportunity to even try technologies like digital banking: interactions unmediated by technology and characterized by bank officials' limited awareness of people with disabilities.”
From Advocacy as Access Work: How People with Visual Impairments Gain Access to Digital Banking in India (2023) · cites this paper as [67]
Once they reach higher education, neurodivergent students are marginalised by the learning experiences themselves and are expected to perform additional invisible meta-work beyond that expected of typical students.
“However, once they reach higher education, neurodivergent students are marginalised by the learning experiences themselves 2 , and are also expected to perform additional invisible 'meta'-work (or 'access labour' [15, 75, 78], see Footnote 1), beyond that expected of typical students.”
From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [75]
As a result of barriers in digital systems, many neurodivergent students create their own coping strategies, contributing yet more to their invisible work.
“As a result of the barriers present in these systems, many neurodivergent students create their own coping strategies, thus contributing yet more to their invisible work [15, 75, 78].”
From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [75]
Our findings demonstrate that the process of being a student itself constitutes a form of access work, requiring significant cognitive, emotional, and administrative effort.
“While higher education is often framed as a pathway to professional work, our findings demonstrate that the process of being a student itself constitutes a form of access work, requiring significant cognitive, emotional, and administrative effort [15, 53, 58, 75, 78].”
From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [75]
When accommodations fail, students face a difficult choice: either take on additional invisible labour by advocating for their accommodations to be properly implemented or forgo the support they need and struggle with unfair academic disadvantage.
“When accommodations fail-whether due to bureaucratic inefficiencies, technological flaws or institutional oversight- students face a difficult choice: either take on the additional (invisible) labour [15, 75, 78] by advocating for their accommodations to be properly implemented or forgo the support they need and struggle with unfair academic disadvantage.”
From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [75]
The inclusion of neurodivergent people in the process of diagnosis or self-identified (only 2 out of 11 participants) is justified in that diagnosis is considered a privilege, with barriers to access psychiatric care such as lengthy wait times and administrative issues, especially for marginalised groups.
“The inclusion of neurodivergent people in the process of diagnosis or self-identified (only 2 out of 11 participants) is also justified in that diagnosis is considered a privilege, with barriers to access psychiatric care such as lengthy wait times and administrative issues (including the type of access labour discussed in this very work), especially for marginalised groups [8, 33, 44, 75].”
From Burnout by Design: How Digital Systems Overburden Neurodivergent Students in Higher Education (2025) · cites this paper as [75]
Destabilizing forces, such as misaligned values, rigid policies, and exclusionary classification systems, create frictions that reveal encoded politics within infrastructure.
“Simultaneously, destabilizing forces, such as misaligned values, rigid policies, and exclusionary classification systems, create frictions that reveal encoded politics within infrastructure [5, 55, 58].”
From Infrastructuring as Collective Resistance: How Disabled Students Negotiate Access Through Technology in Universities (2026) · cites this paper as [58]
Citations
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Metadata
- Authors
- Star, S. L., & Strauss, A.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- University of California, San Francisco (US)
- Corresponding author
- Star, Susan Leigh
- Venue
- Computer Supported Cooperative Work (CSCW)
- Published
- 1999-03
- Volume
- 8
- Issue
- 1-2
- Pages
- 9-30
- ISSN
- 0925-9724 (ISSN-L)
- 1573-7551
- OpenAlex
- W2021370805
- Cited by
- 1,500
- References
- 5
- Citations by year
- 2026: 152 · 2025: 75 · 2024: 130 · 2023: 103 · 2022: 118 · 2021: 96 · 2020: 79 · 2019: 86 · 2018: 76 · 2017: 80 · 2016: 62 · 2015: 45 · 2014: 55 · 2013: 35 · 2012: 51
- FWCI
- 48.10
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Computer Supported Cooperative Work (CSCW) (publishedVersion)
- Topics
- Social Sciences › Business, Management and Accounting › Management Information Systems › Information Systems Theories and Implementation
- Social Sciences › Sociology and Political Science › Digital Economy and Work Transformation
- Physical Sciences › Computer Science › Human-Computer Interaction › Usability and User Interface Design
- Keywords
- invisible work, domestic work, backstage work, non-persons, industrial practice
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