Abstract
Americans with disabilities face disproportionately high rates of unemployment and poverty. Given the strong link between higher education and earning potential, this study aimed to uncover the root causes of persistent disparities in higher education attainment. Using a mini meta-analysis approach, it integrated qualitative and quantitative data from academic literature, institutional reports, and federal sources. Students identifying as nonbinary, racially or ethnically minoritized, and living with invisible disabilities reported less positive campus experiences and greater academic challenges than their White, cisgender, non-disabled peers, resulting in greater barriers and lower retention. These findings highlight the urgent need for an equitable and intersectional approach to supporting post-secondary students with disabilities.