Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Special Education

Major Professor

Brenda L. Walker, Ph.D., J.D.

Committee Member

Phyllis Jones, Ph.D.

Committee Member

Deirdre Cobb-Roberts, Ph.D.

Committee Member

Will Tyson, Ph.D.


African American male, disability, DisCrit, resilience, self-determination


African American males with disabilities meet challenges in K-12 public education and higher education. Educational practices often focus on a deficit interpretation of the abilities of African American males with disabilities. Educational stakeholders who do not reflect their layered identities of race, gender, ability, and socioeconomic status often make educational decisions for this student population. The purpose of this study is to include in the educational conversations the voice of an African American male with disabilities who experienced K-12 public education and higher education. Using narrative inquiry and analyzed through the lens of DisCrit, findings from the study revealed two themes that explain the participant’s lived experiences. Educational stakeholders and others who see themselves in the participant can learn valuable information from the participant's narrative.