Intersecting Journeys: Exploring Black, Deaf, and Disabled Experiences at Historically Black Colleges and Universities Through a Disability Justice Lens

ABSTRACT This paper explores the experiences of Black, Deaf, and disabled students at Historically Black Colleges and Universities (HBCUs) through the lens of Disability Justice. It examines the historical and ongoing intersections of racism and ableism, highlighting the contributions of Black disabled activists and the need for affirming, inclusive spaces within Black educational institutions. A case study of “Keisha,” a fictional Black, Deaf, disabled student, illustrates systemic challenges and opportunities for change. Through reflection and application of Disability Justice principles, crip time, and Black time, the authors offer insights and recommendations for advancing equity, inclusion, and justice for individuals with disabilities in Black higher education and beyond. Practical Takeaways Create accessible campus environments that support full inclusion of disabled students, staff, and faculty. Train faculty on disability awareness that promotes inclusive teaching and understanding of disability justice. Foster interdependence in campus culture that challenges ableist ideals of independence. Integrate crip time into academic policies that reflect the diverse access needs of disabled individuals. Advocate for policy reform and resource allocation that prioritize disability equity in planning and funding decisions.