Kimberlé Crenshaw’s theory of intersectionality provides a framework for understanding disability as shaped by overlapping systems of identity and power (Crenshaw, 1989). Disability is not experienced uniformly; experiences are influenced by factors such as race, gender, socioeconomic status, language, and institutional structures. Reviewing short films and interviews with disabled individuals demonstrates how these intersections can intensify inequality and exclusion.
One example that stood out was a Black woman with a physical disability who described experiencing both ableism and racial bias within healthcare. She felt her pain was frequently dismissed, reflecting wider inequalities faced by Black patients. Illustrating how race and disability can intersect to create compounded marginalisation, where support and care may be denied in ways white disabled individuals may not experience. Another example involved a working-class neurodivergent student who struggled to access diagnosis and support because of the costs of private assessments and long waiting lists in public systems. Without an official diagnosis, the student could not access accommodations, negatively affecting both education and self-esteem. Gender also shapes lived experiences of disability. A woman with a chronic illness described how expectations around caregiving and productivity intensified feelings of guilt and inadequacy, highlighting how gender norms influence perceptions of disability differently for women.
The resources on invisible disability further developed my understanding of intersectionality by showing how non-visible conditions are often misunderstood or overlooked. Not All Disabilities Are Visible (TEDxBrum, 2017) and Hidden Disabilities (Soton Students’ Union, 2026) highlighted the pressure many students feel to “prove” their disability in order to access support. Moriña (2024) argues that disclosure can be difficult within systems that fail to recognise invisible conditions, often resulting in exclusion and isolation.
Christine Sun Kim’s Friends and Strangers (Kim, 2020) demonstrates how institutional systems privilege spoken language and hearing culture. Drawing on Pierre Bourdieu’s concept of cultural capital, educational spaces can be understood as environments where dominant forms of communication are rewarded (Bourdieu, 1986). Verbal critique often privileges confidence and fluency in academic language, positioning students who communicate differently as less capable. Pierre Bourdieu describes this as “symbolic violence”, where institutional norms appear neutral while reproducing inequality. This made me reflect on how my own teaching may unintentionally prioritise spoken communication, disadvantaging students with different communication needs.
Across the interviews, recurring themes included invisibility, misunderstanding, and a strong emphasis on resilience and self-advocacy, although this often came at a personal cost, including exhaustion and burnout from continually having to explain or justify their needs. Perspectives on disability identity also varied, with some participants embracing disability as central to identity, while others focused more pragmatically on navigating barriers.
In my teaching context as Course Leader for Hair, Make-up and Prosthetics for Performance BA, these insights highlight the importance of inclusive and proactive approaches. UAL data suggests students from minoritised backgrounds may be less likely to disclose disabilities because of stigma or limited trust in institutional support. As an educator, I need to create an environment where students feel safe to disclose disabilities without fear of judgement. This includes offering flexible teaching methods, resources in multiple formats, and varied assessment approaches. I must also remain aware of intersectional barriers, such as language challenges for international students or limited access to technology for lower-income students. Applying an intersectional framework encourages more inclusive teaching that recognises diverse lived experiences while challenging institutional inequalities.
References
Pierre Bourdieu
Bourdieu, P. (1986) ‘The forms of capital’, in Richardson, J. (ed.) Handbook of Theory and Research for the Sociology of Education. New York: Greenwood Press, pp. 241–258.
Kimberlé Crenshaw
Crenshaw, K. (1989) ‘Demarginalizing the intersection of race and sex: a Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics’, University of Chicago Legal Forum, 1989(1), pp. 139–167.
Christine Sun Kim
Kim, C.S. (2020) Friends and Strangers Available at:
Christine Sun Kim Official Website
(Accessed: 10 May 2026).
Moriña, A. (2024) ‘When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education’, Disability & Society, 39(4), pp. 914–932.
Soton Students’ Union
Soton Students’ Union (2026) Hidden Disabilities Available at:
https://www.facebook.com/UnionSouthampton/videos/hidden-disabilities/178693046871198/
Soton Students’ Union YouTube Channel
(Accessed: 10 May 2026).
TEDxBrum
TEDxBrum (2017) Not All Disabilities Are Visible. Available at: https://www.youtube.com/watch?v=YhXcP65h0sI
TEDx Talks YouTube Channel
(Accessed: 10 May 2026).