Intersectional Identities and Inclusive Education: Exploring the Experiences of Students with Disabilities from Diverse Marginalized Groups at the University of Ghana

Abstract

This study employed an intersectional qualitative approach to explore experiences of discrimination among university students in Ghana who have disabilities intersecting with other marginalized identities based on gender, ethnicity, and socioeconomic status. Through in-depth interviews and focus group discussions with 9 participants from the University of Ghana, the research uncovered how overlapping systems of oppression around disability, class, ethnicity, and gender synergistically disadvantage these students, compromising access, affordability, social relationships, and overall inclusion within contexts aimed at furthering participation rights. Key findings include the “narrative of hierarchies” within the disability community itself, the intersectional impact of economic status on access to assistive technologies and accommodations, and the compounded challenges faced by women and ethnic minorities with disabilities in inclusive education efforts. Despite progressive policies, persistent gaps at intersecting identity locations expose limits of current structures and supports. The study contributes contextualized knowledge on intersecting equity issues in Ghanaian higher education and calls for transformative, intersectional strategies to challenge ableism alongside other biases and to build radically equitable academic communities. The research recommends to the university to deliberately adopt an intersectional strategy that surpasses individual adjustments for specific issues to enhance inclusive education.