An intersectional perspective on disabled students’ experiences in German higher education

Abstract The increasing number of disabled students in higher education highlights the urgent need to understand the multiple challenges they face, including persistent stigma, discrimination and isolation, which impede positive study experiences and academic outcomes. Adopting an intersectional approach to explore how disability intersects with factors such as socio-economic status, gender identity and cultural background, this study draws on data from biographical-narrative interviews with 33 disabled students from a single German university. The data is analysed using Straussian Grounded Theory methodology. Key findings show that disabled students often face financial burdens due to the inadequacy of public funding systems such as the German BAFöG, leading to experiences of stress and pressure to complete their studies. Those from lower educational or economic backgrounds report additional pressures as their families may not recognise the importance of higher education for an independent life, creating and exacerbating struggles with their working class identity. Gendered experiences, including ‘medical gaslighting’ for female students and fears of a potential ‘loss of masculinity’ for male students in accepting and disclosing impairments, further highlight the distinct barriers associated with societal ableism and gender. The study calls for policies that reflect these different experiences through inclusive educational practices, such as universal design, to reduce stigma and promote equal participation. It also advocates for the wider use of intersectional methodologies to more accurately capture and address the complex realities faced by disabled students in higher education.