This study highlights the influence of K-12 classroom experiences on college decision-making processes among Black students with dis/abilities. Within this study, participants articulated how positive and negative educational experiences shaped the choice to pursue higher education, as well as factors prioritized during their decision-making journey.

This study had two primary objectives, first to move beyond research emphasizing the underrepresentation of Black students with dis/abilities in higher education and instead illuminate their presence. Second, and more critically, to amplify the voices of racially marginalized students with dis/abilities, whose perspectives are frequently overlooked in discussions surrounding K-12 experiences and college decision-making.

This study systematically analyzes narratives from nine current college students—one graduate and eight undergraduates—enrolled in the University of California (UC) system and Historically Black Colleges and Universities (HBCUs). This study elucidates four key findings: (1) a negative correlation was identified between the interactions of White staff, teachers, administrators and Black dis/abled students in the context of students’ classroom experiences; (2) a positive correlation emerged from interactions among Black dis/abled students and Black educators, (3) the pursuit of higher education was an act of resistance for many participants; and (4) participants described the factors influencing their college decision-making as not only individualized, but also contextualized, and abstract in nature.

This study is significant as it provides insight into the K-12 and college going journey among Black dis/abled students while also proposing solutions to further assist Black dis/abled students throughout their K-12 journey and college decision-making process. Several recommendations such as cultural competence and sensitivity training along with holistic assessments and an altogether revamped K-12 curriculum are proposed to encourage teachers, staff, school administrators, and parents to rectify, redress, and redesign K-12 environments to better suit the needs of Black students with dis/abilities.