Palabras clave
educación superior
inclusión
universidades históricamente negras
neurodivergencia
Cómo citar
Resumen
Orientado por la interseccionalidad y la Teoría Crítica Racial de la Discapacidad (DisCrit), este estudio emplea la investigación narrativa para explorar cómo los constructos coloniales del racismo y el capacitismo se intersecan y configuran las experiencias de estudiantes negros neurodivergentes en una universidad históricamente negra ubicada en la región del Atlántico Medio de los Estados Unidos. Aunque las universidades históricamente negras (HBCU) funcionan como espacios culturalmente afirmativos fundamentados en la identidad negra, con frecuencia operan dentro de paradigmas capacitistas que marginan a los estudiantes con discapacidad y neurodivergentes. En respuesta a esta situación, miembros de la comunidad, docentes y estudiantes negros con discapacidad crearon PALS (Peer Allies for Learning and Support), una iniciativa de mentoría entre pares diseñada para construir “espacios seguros anidados”. Desde una perspectiva interseccional, este estudio cualitativo se basa en entrevistas semiestructuradas realizadas a estudiantes mentores y aprendices. Entre los principales temas identificados se encuentra la necesidad expresada por los estudiantes de que las instituciones educativas reconozcan y afirmen las identidades interseccionales, así como de que ofrezcan oportunidades de mentoría entre pares y apoyo emocional. Los hallazgos sugieren que los espacios liderados por pares y orientados a la afirmación de la discapacidad constituyen infraestructuras fundamentales para promover la inclusión interseccional en las HBCU. Asimismo, muestran cómo las iniciativas impulsadas por los propios estudiantes pueden cuestionar las normas capacitistas y fomentar entornos universitarios más solidarios para quienes se encuentran en la intersección entre la raza y la neurodivergencia.
Citas
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Derechos de autor 2026 Simone Gibson, Elizabeth Holliday Morgan, Leslie A. Anderson, Nancy Williams-Nettles