Abstract
This qualitative study explores the experiences of non-male, self-identified individuals with disabilities who are faculty or staff (NMDFS) in higher education. Using DisCrit theory, Feminist Disability Studies, and the principles of Disability Justice as theoretical frameworks, the research examines the challenges NMDFS face, the strategies they employ to address these challenges, and the supports they encounter in their academic environments. The study is based on the narratives of eight NMDFS who describe pervasive ableism, sexism, and marginalization within academic institutions. Participants reported facing social, institutional, and family-related challenges, including microaggressions, exclusion, and a lack of appropriate accommodations.The findings highlight the intersectionality of gender, disability, and other marginalized identities, complicating NMDFS experiences in higher education. Despite these obstacles, NMDFS demonstrated resilience through personal empowerment, self-advocacy, skill development, and technological adaptations. The study also underscores the importance of mentorship, peer support, and institutional advocacy in supporting NMDFS. Recommendations for practice include proactive accessibility measures, formal mentorship programs, financial support, and institutional accountability. This research contributes to a growing body of literature on the intersectional experiences of disabled individuals in academia, calling for systemic change to promote equity, inclusion, and justice within higher education.