Adopting an intersectional approach to explore how disability intersects with factors such as socio-economic status, gender identity and cultural background, this study draws on data from biographical-narrative interviews with 33 disabled students from a single German university. The data is analysed using Straussian Grounded Theory methodology. Key findings show that disabled students often face financial burdens due to the inadequacy of public funding systems such as the German BAFöG, leading to experiences of stress and pressure to complete their studies. Those from lower educational or economic backgrounds report additional pressures as their families may not recognise the importance of higher education for an independent life, creating and exacerbating struggles with their working class identity. Gendered experiences, including ‘medical gaslighting’ for female students and fears of a potential ‘loss of masculinity’ for male students in accepting and disclosing impairments, further highlight the distinct barriers associated with societal ableism and gender. 

Angerhausen, P. (2025) An intersectional perspective on disabled students’ experiences in German higher education. High Educ .
link.springer.com/article/10.1007/s10734-025-01541-w