TY - BOOK

T1 - Class-based disablism in the academy

AU - Wilde, Alison

AU - Fish, Rebecca

PY - 2025/7

Y1 - 2025/7

N2 - 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.

AB - 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.

M3 - Commissioned report

BT - Class-based disablism in the academy

PB - Society for Research into Higher Education

ER -