Hypocritical Gatekeepers Accept Accountability as "Ideological Gatekeepers" for Black Dis/Abled Females, "Praxis What You Teach"

• In Event: Intersectional Disability Justice Critical Autoethnographic Counter-Histories as Living Archive

Abstract

Objectives
In postsecondary spaces, enrollment among Black women—with and without dis/Abilities—continues to rise. Yet, they are often judged at the intersections of race, gender, and dis/Ability (Annamma et al., 2013; Crenshaw, 1989; DuBois, 1903; Stephens, 2022). Black and Brown marginalized women, especially, carry the weight of low expectations. They are pushed to work harder than both dis/Abled and non-dis/Abled male peers to challenge stereotypes, stigmas, and biases tied to how society views “Black and Brown Women” with dis/Abilities (Annamma et al., 2013; Author, 2024; Collins, 2015). Although educational leaders often advocate for equity and inclusive pedagogy, their actions rarely reflect the lived experiences of Black dis/Abled women. Too often, they conform to institutional structures and power dynamics that ignore the unique needs of these students (Stephens, 2022).
Perspectives or Theoretical Framework
This researcher examines the importance of equity, one’s sense of belonging, the impact of leadership positionality, and power, and evaluates the experiences of marginalized female graduate students who live with disabilities (Author, 2024). According to Stephens (2022), higher education institutions and the academy materialize, monetize, and measure Blackness largely without centering Blackness. Before and after the Civil Rights Act, Black Women nor Black females with dis/Abilities were studied, assessed, or observed to to explore their truths in the justice system, education, healthcare, and within the social status of the normative structure within the American or International environment (Collins, 2015; Crenshaw, 1989, 1991). Epistemological experiences from different individual Black dis/Abled women can help us understand each person’s story; however, the critical race theory, intersectionality framework, and DisCrit is utilized to evaluate the author’s experiences and collegueas.
Modes of Inquiry/ Data Sources
This qualitative study explored the researcher's perspectives through creative expression and art pieces. Qualitative notes and observations were collected from multiple disabled, marginalized female graduate students, as well as from other marginalized male colleagues. These observations were compared to my experiences as a marginalized female graduate student, using Geertz’s (1973) concept of thick description, combined with thematic analysis. This approach helped identify critical issues within our pyramid literature review (Geertz, 2008). The qualitative data were drawn from prior narratives, journals, notes, and emails. In addition, creative materials such as poetry and quotes were utilized. All colleagues’ information was analyzed.
Substantiated Conclusion
Hypocritical Gatekeepers who are the educational leaders that have the knowledge should provide a sense of belonging for Black and Brown female graduate students. However, accepting accountability as ideological gatekeepers, who teach future scholars, should accept and praxis ethical leadership and praxis the knowledge inside and outside the classroom. Understanding how to praxis motivation without judgement is essential.
Scholarly Significance
This non-traditional article promotes transparency and incorporates multiple learning styles and methods for future researchers. It aims to highlight a range of issues connected to systemic problems in healthcare, education, and the justice system (DuBois, 1903). Future educational leaders can explore how collaborative learning and diverse forms of engagement create new opportunities. The article showed future educational leaders how to avoid succumbing to traditional white norms.

Author

• Shariese Katrell, Rowan University