As a student, I have always prioritized showing up, being attentive, and putting forth my best effort to be a strong and successful scholar. Not only for myself, but I also felt as though I owed it to my university, educators, peers, and loved ones to show up and succeed at all costs. However, it was not that simple. It was through experiences during my secondary education that I was able to accept the fact that I have a disability—and that is okay. My name is Chyna Jones, and I live with severe anxiety and depression.
Alone, the term disability presents a complex concept and is often associated with a negative connotation. At its core, it can be explained as a condition in which an individual experiences limitations due to physical and/or mental impairments. In my case, I experience mental illness, specifically severe anxiety and depression. As an individual, completing simple everyday tasks can be extremely challenging, as I often feel consumed by negative thoughts and sadness. Although I was diagnosed as an adolescent, it was not until my secondary education that I felt as though my disability controlled me and altered my thinking about myself and my experiences. For as long as I can remember, I had a clear vision of exactly what I wanted out of college, how I would get there, and the experiences that aligned with achieving those goals. Once I got to college and things were not exactly as I had envisioned, I felt triggers and symptoms from my disability creeping in faster than I could respond.
For instance, I ended up switching majors and selecting a different location for schooling, all within my first three semesters of college. In addition, I was working part-time, experiencing unstable housing, and caring for a parent who also suffered from similar disabilities. This was never part of the plan I had set for myself, so it felt impossible to accept. One may think, “These are ‘normal’ college student experiences,” but to me, they felt crippling and impossible to overcome. I often felt like a failure. I felt insufficient. I felt as though my time was running out. However, the most overwhelming feeling was self-doubt and disappointment. Over time, these feelings began to consume me, and the only thing I wanted to do was nothing.
Rhetorically, how does a full-time student succeed by doing nothing? The answer is that they do not. One by one, I watched my grades decline. I watched opportunities come and go. I watched my relationships with loved ones and educators weaken over time. All the while, feelings of disappointment, anger, and sadness increased and consumed me. Yet, I had no motivation, no drive, and no will to address these concerns. These were all clear signs that my mental health was worsening, yet I remained in denial about my disability. It was not until I was on the verge of losing my financial aid eligibility that I finally understood how serious the situation had become.
At this point, my advisors, educators, and close family members were concerned, and the issue could no longer be ignored. My parents encouraged me to be open and honest with my healthcare provider about my situation and the feelings I was experiencing. At the same time, my advisors and professors encouraged me to explore the resources offered to students with disabilities at my university while offering their support. This became a pivotal moment in my college career, because for the first time, I felt comfortable admitting and addressing the challenges influenced by my mental health. My physician implemented resources and shared vital techniques for managing my anxiety and depression. Simultaneously, I was approved for Accessible Educational Services (AES) through my university. The resources provided through AES were monumental in supporting me academically and in helping communicate my needs related to my disability to my professors.
With the implementation of appropriate resources and the realization that so many people were rooting for me, I was able to finish college strong and graduate in December 2025. A key component of my success was first accepting and acknowledging my disability. Once I accepted it without allowing it to define me, I felt free and empowered. Another important factor was taking advantage of available resources. These supports exist for a reason and should be utilized without feelings of inadequacy, judgment, or fear. Lastly, honesty played a crucial role in my success. Being honest with myself, my educators, my family, and my advisors was incredibly rewarding and beneficial to my mental clarity. Instead of judgment, I received support and gained insight into myself and ways to improve my daily life while living with a disability. In the end, everything worked out, and I was able to enjoy the conclusion of my college journey and look forward to the opportunities ahead.
About the Author
Image Description: Head-and-shoulders’ portrait of the applicant, Chyna Jones, turned slightly toward the camera. She is smiling and wearing a dark top against a light, neutral background.
Chyna Jones is a recent graduate seeking career opportunities in Health Information Management (HIM). She has developed a strong foundational understanding of managing patient health records, supporting healthcare information systems, and ensuring data integrity, privacy, and security. Chyna is detail-oriented, highly organized, and committed to contributing to the quality and efficiency of modern healthcare.
Hey folks! I’m Arturo Contreras, a 25-year-old Latinx guy on a journey of understanding and advocating for disability justice. Like many of us, I’ve recently been diagnosed with ADHD. That moment was both a relief and a revelation—a chance to finally put a name to all those quirks that made me feel out of place. But let me tell you, disability justice goes far beyond just an individual diagnosis. It’s about building a world where everyone, regardless of their abilities, feels seen, valued, and supported.
Today, I want to dig a little deeper into some of the key areas that have helped me make sense of this new chapter, and how they relate to broader disability justice. Let’s jump in with a positive, solutions-focused mindset.
1) Holistic Wellness: Caring for Both Body and Mind
Taking care of your body isn’t just good advice—it’s essential for navigating life with ADHD, ASD, or any other condition. I’ve found that regular exercise and a balanced diet can really make a difference. But beyond individual wellness, we have to look at the bigger picture. The disability justice movement teaches us that accessibility in health and wellness is crucial.
In an ideal world, everyone should have access to affordable, inclusive health care, nutrition education, and adaptive exercise programs. Whether it’s creating sensory-friendly gym spaces or offering affordable, healthy food options in low-income communities, there are ways we can make wellness more accessible. These steps help dismantle ableism, the systemic discrimination against disabled people, by making it easier for everyone to thrive.
2) Building Community: The Power of Interdependence
The principle of interdependence, from the Disability Justice framework, reminds us that we don’t have to face our challenges alone. Community is a powerful thing, and it’s not just about socializing; it’s about mutual support. When I was first diagnosed, I felt isolated. But connecting with others who shared similar experiences was transformative. It’s in these communities that we can share strategies, vent frustrations, and most importantly, feel understood.
Disability justice pushes us to expand our definition of community. We need to make sure that digital spaces are as inclusive and safe as physical ones, so that everyone can find their “neurokindred,” no matter where they are. We also have to remember that community spaces must be accessible in terms of transportation, language, and sensory accommodations.
3) Medication: Your Body, Your Choice
Medication can be a complex decision. While it’s an incredibly personal choice, it’s also something that disability justice emphasizes should be accessible and informed. We need to advocate for greater transparency and accessibility in healthcare systems, so that everyone can make informed decisions about their bodies. This also means pushing for healthcare that is culturally competent and sensitive to the unique needs of disabled folks from marginalized backgrounds.
We must also support those who choose not to take medication. The disability justice framework reminds us that disability is not inherently negative. Society often tells us that the goal should be to “cure” or “fix” our conditions, but it’s about embracing our unique perspectives and ways of being.
Looking Forward: A Call to Action
Disability justice is not just about acknowledging that disability exists. It’s about addressing the societal barriers that make disability harder to live with. We must commit to making systemic changes that prioritize accessibility, inclusivity, and the voices of disabled folks. Together, we can create a world that values diversity of all kinds—one that moves beyond mere tolerance toward genuine celebration and support.
So, whether you’re newly diagnosed, or you’re a long-time disability justice advocate, remember this: You’re not alone, and you have a community that has your back. And as we continue to learn, share, and fight for justice, let’s hold on to hope and solidarity. Together, we’re unstoppable.
ABOUT THE AUTHOR: Arturo Contreras
Arturo Contreras Mejia is a 25-year-old Mexican Man. He is currently a student at IUPUI studying digital marketing. Arturo is also a part of IDJ as a social media captain (intern). In his free time, Arturo enjoys spending time with his loved ones.
Image Description: Arturo is standing on the left of the picture, in front of a telephone pole with his arms crossed. He is wearing a pink hoodie, jeans, and sunglasses. He has a serious bearded face. To the right, is. a plentiful cactus plant. Behind a gas station that reads “kinda tropical”
Abstract: The paper explores the intersection of racism and ableism, by focusing on the experiences of Black women with disabilities. It argues that Black disabled women are more at risks of sexual violence due to their intersecting identities. The idea of intersectionality highlights how multiple identities (race, gender, disability) combine to create unique experiences of discrimination.
Synchronus Oppression: How Ableism and Mysogynoir Combine to Put Black Disabled Women at Risk
Both ableism and racism are rooted in white supremacist ideals that undervalue those who do not conform to white, able-bodied norms. Black women with disabilities are especially vulnerable to sexual violence due to a combination of misogynoir and the societal minimizing of disabled bodies. While disabled individuals are often desexualized and infantilized, Black women are hypersexualized, creating conflicting and harmful stereotypes that combine to put Black disabled women at risk for sexual violence.
According to the Center for Disability Rights, ableism is “a set of beliefs or practices that devalue and discriminate against people with physical, intellectual, or psychiatric disabilities and often rests on the assumption that disabled people need to be ‘fixed’ in one form or the other” (Smith, n.d.). Racism is defined as believing that one is superior or inferior due to their perceived race (Racist Definition & Meaning, 2024). The intersection of race and disability creates a reality where black women who are disabled are often victims of sexual violence and are not given adequate justice due to their identity. It is becoming more and more accepted in society that the concept of a personal or perceived identity allows for a unique experience for individuals. Intersectionality is a term coined by Kimberlé Crenshaw which acknowledges the fact that people hold multiple identities that intersect to create a unique perspective that creates a unique experience for everyone (Intersectionality – FYS 101 – Research Guides at Syracuse University Libraries, 2024).
Everyone holds multiple identities and it is the combination of the perceived identities that society bestows on some people more power than others. This power not only affects how one can climb the social ladder, but also the risk factors for sexual violence. This creates a situation where their intersection of identities puts Black women who identify as disabled at the risk for sexual violence. It is widely acknowledged that women make up most of the sexual violence survivors (Sexual Assault Statistics, n.d.) but many of those women are Black (Thompson et al., 2012,). This sexism and racism are a combination better known as misogynoir, a term coined by Moya Bailey, meaning the aversion or prejudice against Black women (Misogynoir Definition & Meaning, n.d.). Bailey explains that misogynoir encompasses the oppression that Black women face because of their gender and race (Bailey, 2021, pg. 1). Despite the newness of the term, misogynoir has roots that trace back to slavery. These roots can be seen all throughout digital media and affect the way that Black women are viewed and treated (Bailey, 2021). Examples of this can be seen all throughout the media, especially today in women’s sports. Oftentimes Black women are demonized and harrassed for showing similar emotions as their white counterparts. In both fiction and nonfiction media, Black women are often painted in a hypersexual light and seen to fit the “Jezabel” persona.
Historically, Black people have had lack of access to opportunity, justice, healthcare, and bodily autonomy and people living with disabilities have had a similar history. Black people being seen as lesser simply due to their skin color created a space where it was disabling to be Black.
The idea that a Black person should be “fixed” of their blackness by associating themselves closer to whiteness is not only racist, but also ableist. The idea of ableism comes from white supremacist ideals which include that anyone who is not the ideal (white or able bodied), should be looked down on and feared/pitied (Hayden et al., 2020). Hayden et al. writes about the idea of the “sick role” and how it relates to the way people with chronic illnesses are seen (Hayden et al., 2020). Talcot Parsons states that the worst symptom of chronic illness is the lack of economic productivity (Hayden et al., 2020). Meaning that when a person’s disability reduces their ability to contribute economically, they are less valuable. A similar belief has been pushed on Black people since slavery, where Black people were considered more or less valuable depending on their ability to work. These ideals show that historically both Black people and people with disabilities are only seen as valuable when they contribute to the white ableist agenda.
Due to ableism, people living with a disability are often desexualized and are denied their bodily and sexual autonomy(Santos, 2017). The phenomenon of this is defined as infantilization, meaning to reduce to an infantile state (INFANTILIZE Definition & Meaning, n.d.). The association with the word infant is significant because society does not see infants as sexual. It is understood that children and adolescents should be given the proper tools to live as an adult for people living with disabilities, the experience is not the same. Due to the lack of personhood given to those living with disabilities, they are often not given the tools needed for adulthood. For example, teens living with disabilities aren’t given adequate sex education like their able-bodied peers(Santos, 2017). On the other hand, black women have been historically seen as hypersexualized creatures and are often victims of adultification no matter the age.
Adultification is defined as treating a child like an adult, often in a way that is problematic (ADULTIFICATION Definition | Cambridge English Dictionary, n.d.). This comes up constantly in the justice system when Black girls are disproportionately punished in educational settings and in the juvenile justice systems (Murray, n.d.). A survey showed that Black girls were seen as more knowledgeable about sex than White girls of the same age (Murray, n.d.). Black women are unable to outgrow this ideology and are seen as hypersexual into adulthood. Gyampo writes, “A white woman’s dignity has always been seen as something that needed to be protected, while Black women aren’t protected…the mistreatment of their bodies is warranted” (Gyampo, 2021). When hypersexualization and infantilization combine, it creates a space for someone who has been given very little sexual education due to their disability status and someone who has been hypersexualized since childhood due to the color of their skin and their gender. It is not coincidental that there are high rates of sexual violence among those living with a disability and black women (Sexual Assault Statistics, n.d.). This is even more concerning due to the lack of justice that these identities get when violence is enacted on them. Despite this, there is a lack of research done on this specific group of people.
One can hypothesize that the struggles of this group have to do with issues of the way that both identities are viewed. Because sexualization has such strong ties to a body meeting a sexual ideal, it is a clear reasoning for the lack of sexualization of people who are disabled. There is a clear idea of the type of body/mind that can be sexual (which ties to white supremacy) which doesn’t line up with the way people living with disabilities are viewed. Additionally, because reproduction is such a big part of being sexual, society is uncomfortable with people who are disabled having children who may disabled as well. In a similar sense, black people have historically been seen as having an almost animalistic sense of sexuality that has made people more comfortable with using them as sexual objects especially when compared to their white counterparts. During slavery, sexual violence was used as a way for white slave owners to take advantage of black women and strip them of their bodily autonomy. Even though there is such a strong history of hypersexualizing black women, there are clear objections to reproduction through sterilizing. Meaning, people are comfortable with the lack of sexuality among people living with disabilities because it ensures that they will not reproduce. Racism and ableism go hand in hand, and it is impossible to solve one issue without addressing the other. Both issues share a common root, white supremacy, and common consequences that affect people’s bodily autonomy and access to justice when harm is enacted towards them. It is important to enact comprehensive sexual education in schools for everyone, regardless of their level of ability. In these lessons it is imperative that lessons revolve around consent and how identities play a part in consent. The CDC article,Mobilizing Men and Boys as Alliesto, is written in hopes to increase favorable attitudes towards women and girls (Basile et al., 2016). This would potentially reduce the number of sexual violence victims; however, this solution fails to consider the statistics that show marginalized communities i.e. Black women and disabled people are disproportionately victims of sexual violence. It would be beneficial for the CDC to create a new list of recommendations to prevent sexual violence that includes the nuances of race and disability. I would recommend that the CDC consider the cultural nuances that add to the culture of violence against Black disabled women. Additionally, it is important to challenge the stereotypes about Black women and people living with disabilities that are pushed in the media to allow for marginalized identities to be awarded the same complex characteristics in media that White people have been given for so long (Bailey, 2021, pg. 2).
References
ADULTIFICATION definition | Cambridge English Dictionary. (n.d.). Cambridge Dictionary. Retrieved May 23, 2024, from
Bailey, M. (2021). Misogynoir Transformed: Black Women’s Digital Resistance. New York
University Press.
Basile, K. C., DeGue, S., Jones, K., Freire, K., Dills, J., Smith, S. G., & Raiford, J. L. (2016). Sexual Violence Prevention Resource for Action. CDC. Retrieved May 23, 2024, from https://www.cdc.gov/sexual-violence/communication-resources/SV-Prevention-Resource
_508.pdf
Gyampo, A. (2021, October 22). The Hypersexualization of Black People. RISD Museum. Retrieved May 23, 2024, from
Hayden, A., Klabusich, K., Montague, P., Cohn, M., Conley, J., Bader, E. J., Zhang, S.,
Goodman, A., & Moushabeck, M. (2020, September 15). Ableism and White Supremacy Are Intertwined — We Must Confront Them Together. Truthout. Retrieved May 22, 2024, from https://truthout.org/articles/ableism-and-white-supremacy-are-intertwined-we-must-confr ont-them-together/
INFANTILIZE Definition & Meaning. (n.d.). Dictionary.com. Retrieved May 23, 2024, from https://www.dictionary.com/browse/infantilize
Intersectionality – FYS 101 – Research Guides at Syracuse University Libraries. (2024, February
13). Research Guides. Retrieved May 23, 2024, from
Misogynoir Definition & Meaning. (n.d.). Merriam-Webster. Retrieved May 22, 2024, from https://www.merriam-webster.com/dictionary/misogynoir
Murray, P. (n.d.). Girlhoood Interrupted: The Erasure of Black Girls’ Childhood. The Center on Gender Justice & Opportunity at Georgetown Law. Retrieved May 23, 2024, from https://genderjusticeandopportunity.georgetown.edu/wp-content/uploads/2020/06/girlhoo d-interrupted.pdf
Oliver, K., & Abdullahi, O. (2019, September 17). What it means to be black, disabled women navigating sex – gal-dem. Gal-Dem. Retrieved May 23, 2024, from https://gal-dem.com/what-it-means-to-be-black-disabled-women-navigating-sex/
Racist Definition & Meaning. (2024, May 11). Merriam-Webster. Retrieved May 22, 2024, from https://www.merriam-webster.com/dictionary/racist
Santos, A. L. (2017, April 19). Yes, we fuck! Challenging the misfit sexual body through disabled women’s narratives. Disability and sexuality: Desires and pleasures, 21(3). Sage
Sexual Assault Statistics. (n.d.). National Sexual Violence Resource Center (NSVRC). Retrieved
May 22, 2024, from https://www.nsvrc.org/statistics
Smith, L. (n.d.). #Ableism – Center for Disability Rights. Center for Disability Rights. Retrieved
May 22, 2024, from https://cdrnys.org/blog/uncategorized/ableism/
Thompson, N. J., McGee, R. E., & Mays, D. (2012, August). Race, Ethnicity, Substance Use, and Unwanted Sexual Intercourse among Adolescent Females in the United States.
Western Journal of Emergency Medicine. 10.5811/westjem.2012.3.11774.
ABOUT THE AUTHOR: Priscah Norwood
Priscah Norwood was born and raised in Fort Wayne and now resides in Indianapolis. She attends Indiana University Indianapolis and will graduate in May 2025. She enjoys learning, music, and a good movie.
Image Description: Priscah is wearing a black and white sweater with red braids standing against a white backdrop.
Growing up as a person with a disability, I always sought to achieve, having the same dreams, goals and aspirations as my sister and other non-disabled individuals. Included amongst those aspirations was the desire to obtain competitive employment.
Unfortunately, the opportunities were somewhat limited when it came to acquiring the skills and experience needed to promote my success later in life. Thus, I had to get creative. To that end, I took advantage of every volunteer opportunity I could find as a teenager.
While attending the Indiana School for the Blind and Visually Impaired (ISBVI), I volunteered as a tutor for elementary school aged children and a childcare provider for preschoolers while their parents attended meetings and other activities. I worked on the ISBVI switchboard during the evenings as well.
While in high school. A friend from ISBVI and I volunteered at Methodist Hospital on Saturdays and were tasked with a variety of assignments. We both put in over 200 hours there. While these volunteer opportunities didn’t necessarily lead to other employment after high school, those jobs gave me opportunities to meet new people and learn about workplace skills.
I was fortunate to find summer jobs in my home community through the Program for Economically Disadvantaged Youth,
and also worked with the Youth Employment Training Program as a receptionist/typist. These opportunities provided a feeling of accomplishment, allowing me to keep pace with other teenagers.
While attending college at Ball State University (BSU), I took advantage of volunteer opportunities both on campus and throughout the community. Some were for college credit and others for the purpose of giving back. I have continued to volunteer throughout my working life as well, holding leadership roles in various organizations. Volunteering may not give you the job of your dreams, however, it provides a means of networking with other people, learning skills related to employment, and adds experiential credit to be included on a resume.
Vocational Rehabilitation agencies help people with disabilities, who are eligible, find and retain employment. (To find out if you are eligible, contact the vocational Rehabilitation agency for your area.)
Below are some additional suggestions that I, as a former Vocational Rehabilitation Services consumer and counselor would offer:
Take An active Role. When attending a meeting with your Vocational Rehabilitation Counselor (VRC), to discuss your 504 and/or Individualized education Plan (IEP) be forthcoming and specific in defining your goals so that you can establish a rapport with your counsello
Avail yourself of experiential learning and other opportunities that will assist you in ascertaining your future goals.
Consider becoming involved in a blindness or disability-related consumer organization such as the American council for the blind (ACB), National Federation of the blind (NFB), National Alliance on Mental Illness (NAMI) or the Autism Society of Indiana to name just a few. These groups have mentors, special-interest affiliates for high school and college students and conventions where you can learn a mind-blowing amount of information. There is a plethora of exhibitors who display Adaptive Technology and other items along with many resources.
Get involved with your Disabled Student Services (DSS) support office if you plan to attend college in order to familiarize yourself with services offered on your campus as well as obtaining the necessary accommodations. The accommodations you were offered in high school will not carry over to higher education without determining your specific needs. This is another way in which your VRC can assist you. As one of my former supervisors used to say: “You are the one driving the bus” once you are out of high school. In other words, you have to assert yourself and ask for what you need.
Be honest with your VRC about your doubts and fears; see what accommodations the VRC would recommend and/or take another person with you who has been involved in the VR process to better assist in articulating your needs, hopes and dreams. Please know that VR will do all they can to assist you with necessary training, obtaining and retaining employment; however, you have to participate fully in the process and meet with your VRC as often as needed and required. Remember that your goal(s) may change, or VR may not be able to support your original goal. But keep communicating with your VRC in order for you to understand the reason that your goal may not be supported.
Lastly, if a job coach/employment specialist is needed to assist you in determining your vocational goal, assist you in finding places where you and your coach can evaluate your skills and interests and/or assist you in learning tasks for the job you want, work closely with your job coach just as you would your VRC. Don’t assume that your job coach knows your needs. You are the expert on you. If the job coach is not a good fit for you, talk with your VRC to see if another company and/or coach would be a better fit.
The object is to find a job that you will enjoy and want to keep.
Whether you want to work for the purpose of socialization, just to have a little bit of money in your pocket, for a long-term career, or to make a living wage, involvement in your plan is the key.
Remember, your VRC won’t know what you need unless you participate fully and communicate as needed and required. I wish you much success in your training and/or future employment.
ABOUT THE AUTHOR: Dena Polston
I am Dena Polston who is a 2012 graduate in the Adult & Community Education Master’s program from Ball State University. I worked as a Vocational Rehabilitation Counselor for 6.5 years both in the Muncie and Marion regions.
I am from a small town here in Indiana which is Shirley. But I went to the Indiana School for the Blind and Visually-impaired in Indianapolis where I graduated from high school in 1981.
I enjoy singing, loving my pet Golden Retriever, collecting recipes and reading books. I also enjoy volunteering in my community and sharing resources that may assist people in their daily lives.
This is a picture of Dena Polston and her former service dog Vern. Dena is a white woman with short brown hair, wearing a pastel floral blouse. She smiles broadly as she hugs Vern. Vern is a black lab, wearing a red harness. Their faces are pressed against each other’s.
