Introduction: Normative assumptions of the ideal ‘unencumbered academic’ are
woven throughout university practice, and are inextricably bound to cultural capital,
serving to exclude disabled people from all sides. These assumptions are deeply
embedded within the disabling structures, practices, and processes of academic life, the
‘hidden injuries of neoliberal academia’. This study combines a desk-based analysis of
job adverts with interviews with disabled working-class academics and university staff
involved in recruitment, to explore intersectional experiences of disablism and classism in
the academy.
Recruitment: Our analysis of job advertisements demonstrates the opacity of articulated
requirements. Recruitment staff were aware of the barriers in place for disabled and
precarious applicants; for example: They're asking for a lot of things that actually as
someone in short-term contracts would find it quite hard to deliver on. (P39)
Recommendation: Reform and standardisation of recruitment processes including
advertisements, applications, interviews and feedback systems.
Culture: Much discussion in interviews was around the culture of academia. Early
intersectional barriers of classism and ableism were described as related to cultural
norms which stigmatise at every level; for example: Disabled, working class – we would
never be expected to go to university. (P3)
Recommendation: Challenge ableist and classist narratives within academic cultures
that equate professionalism with overwork, inaccessibility, or economic privilege.
Practices: Practice-related issues included the onerous process of requesting
reasonable adjustments and accessibility failures at events and conferences. For
example: I think I spent my life trying to say these are my access needs (P17)
Recommendation: Standardise accommodations processes across departments to
remove inconsistencies and reduce the burden on individuals seeking support.
Conclusion: This report highlights the urgent need for higher education institutions to
recognise and address the intersecting barriers faced by disabled working-class
academics. By implementing structural, cultural, and policy reforms, institutions can move
towards a more equitable and inclusive academic environment.