Sisters Doing It for Themselves: When Neurodivergence, Race, Gender, and Graduate School Collide

This inquiry centers the emerging community of Black women graduate students with disabilities in higher education. The exploration of their academic and cultural experiences upends a typically male and White research trend, regarding disability in higher education. Here I explore the complex experiences of a dynamic Black woman graduate student, her academic and non‐academic life, and what can be done differently to support multiply marginalized students. Using her experience, with a focus on Disability Justice Principles, I offer solutions for higher education and student affairs professionals engaging with neurodivergent graduate students. Summary Graduate students are often left out of the disabled student conversation. Disabled graduate students’ needs are unique and complex. Black women graduate students who are neurodivergent are both highly visible and invisible in the higher education context.