Kimberlé Crenshaw’s theory of intersectionality helps us understand how identities like race, gender, and disability interact to create unique and intensified forms of oppression. Crenshaw (1990) explains that individuals at the intersection of multiple marginalized identities don’t just face additive discrimination, but distinct forms that often go unseen. Crenshaw (1990) mentions that existing frameworks fail to recognize the experiences of those who are multiply marginalized.
The lived experiences of people like Ade Adepitan, Christine Sun Kim, and Chay Brown illustrate intersectional invisibility very well. Ade, as a Black paralympic athlete, experiences structural barriers that are shaped by both racism and ableism. He highlights how it’s not disability that limits people, but the inaccessible world around them. This idea is also echoed by the Social Model of Disability (UAL, 2024) and Crenshaw’s idea of “political intersectionality”, where individuals are often overlooked within both racial justice and disability movements. Political intersectionality, as Crenshaw (1990) explains, refers to how individuals who belong to more than one marginalized group can be excluded from political movements that focus on only one aspect of identity. Ade offers a compelling hypothetical example: he describes a situation where an individual, who is part of multiple marginalized groups, struggles to secure employment either due to an employer’s prejudice based on skin color or because the employer perceives accommodating a disability as too challenging. For such individuals, the risk of facing multiple layers of discrimination is imminent. Cases like these are incredibly difficult to prove. However, meaningful change can occur if society recognizes such actions as unacceptable and unethical. A shift in collective attitudes can lead to a more inclusive and progressive society.
Christine Sun Kim, a Deaf artist, exposes how public and artistic spaces often ignore Deaf culture. Her project Captioning the City (2021) challenges hearing-centered design, showing how Deaf people are excluded not just physically but culturally. Her work illustrates how people with multiple marginalized identities are made invisible by systems that only address one axis of identity, reinforcing Crenshaw’s point that movements become ineffective or incomplete if they ignore how different forms of discrimination combine in the lives of real people.
Chay Brown, a trans gay man who is also “not neurotypical”, draws attention to how even LGBTQ+ spaces can exclude and how ‘ignoring difference within groups contributes to tension among group’ (Crenshaw, 1990, p. 1242). Lack of sensory-friendly environments and step-free access highlight how some people are left behind when accessibility is seen in narrow terms. He calls for an inclusive design that reflects all aspects of identity, reinforcing Crenshaw’s point that social movements falter when they fail to address complexity (Crenshaw, 1990).
A recurring theme across these narratives is how compounded identities often go unseen and how individuals must carry the emotional burden of advocating for their inclusion in systems not designed for them. This aligns with Crenshaw’s framing of compound discrimination, where intersecting oppressions do not simply add up, but interact in complex ways. Ade, Christine, and Chay each describe how they are forced to educate others, push for basic access, and persist in spaces that fail to recognize their full identities. Their discrimination is not just layered, but interwoven as Crenshaw (1990, p. 1245) mentions, forming unique experiences that are often invisible to those designing systems, spaces, or movements.
The need for intersectional analysis is essential in understanding the limitations of UAL’s data. The data, as it stands, presents disability and ethnicity as separate categories, which doesn’t allow for a full understanding of the compounded challenges faced by students with intersecting marginalized identities. For example, according to UAL’s attainment profiles, while students with disabilities have a higher attainment rate than non-disabled students (84% vs. 80% in 2023/2024), this data overlooks the experiences of students who may be both disabled and from a racial or ethnic minority background. If we fail to consider the intersection of disability and ethnicity or other aspects, we risk missing the unique forms of oppression that affect students at these intersections, resulting in a false or incomplete understanding of the issue.
Positionality also plays a critical role in how we interpret and act on this data. Our positionality shapes how we interpret data, make decisions, and implement change. As Bayeck (2022, p. 7) explains, “The connection of context, space, and identity influences positionality.” This highlights how our perspectives, shaped by where we stand and who we are, directly affect the conclusions we draw. Without an intersectional lens, any analysis of attainment data becomes superficial, merely ticking boxes rather than fostering meaningful change. Analyzing these factors separately risks perpetuating inequality, as it fails to address the full complexity of students’ lived experiences. By adopting an intersectional approach, we can better understand the true barriers students face and make informed decisions that lead to real, inclusive change at UAL.
Bibliography
Adepitan, A., 2024. Ade Adepitan gives amazing explanation of systemic racism. [online] Available at: https://www.youtube.com/watch?time_continue=1&v=KAsxndpgagU&embeds_referring_euri=https%3A%2F%2Fmoodle.arts.ac.uk%2F&source_ve_path=MzY4NDIsMjM4NTE [Accessed 23 Apr. 2025].
Bayrer, R., 2022. Positionality: The interplay of space, context, and identity. International Journal of Qualitative Methods, [online] Available at: https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1853&context=itls_facpub [Accessed 23 Apr. 2025].
Crenshaw, K., 1990. Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), pp. 1241-1299. Available at: https://blogs.law.columbia.edu/critique1313/files/2020/02/1229039.pdf [Accessed 23 Apr. 2025].
Kim, C.S., 2020. “Friends and Strangers”. [online] Available at: https://www.youtube.com/watch?v=2NpRaEDlLsI [Accessed 23 Apr. 2025].
University of the Arts London (UAL), 2025. Attainment profiles for disability and ethnicity [online] Available at: https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=c04b6e35-6d26-4db8-9ea0-5e27d30e3402&dashcontextid=638684775887265547 [Accessed 23 Apr. 2025].
University of the Arts London (2022) The Social Model of Disability at UAL. [YouTube video] Available at: https://www.youtube.com/watch?v=mNdnjmcrzgw [Accessed 19 April 2025].
Images
Baxter, L., 2021. Christine Sun Kim: Captioning The City. [Photograph] Available at: https://various-artists.com/christine-sun-kim/ [Accessed 23 Apr. 2025].
Bodea, A., 2025. Tapestry of Intersectionality [digital artwork]. London.
Bodea, A., 2025. Color Chips of Intersectionality [digital artwork]. London.