Minimizing Marginalization: Black Disabled Faculty Non-Disclosure

Research rarely considers the roles of disability—and ableism—in shaping the experiences of Black faculty. Drawing from semi-structured interviews with 26 Black disabled faculty members, this study reveals how participants grapple with intersections of racism, ableism, and disablism (Dolmage, 2017) while deliberating disclosure. I leverage disability critical race theory (DisCrit; Annamma et al., 2013; Banks et al., 2022) and argue that non-disclosure is a strategic act of agency to resist marginalization at their institutions. However, the conditions that make non-disclosure a prudent decision limit the full participation of Black faculty in the academy. I conclude with recommendations for research and practice.