PurposeLimited research focuses on the challenges that exist at the intersection of race and dis/ability for Black men on the autism spectrum in encounters with law enforcement. An interdisciplinary approach is necessary to fully comprehend and mitigate the complex challenges. This conceptual article presents Critical Dis/ability (DisCrit) Theory, a framework usually applied to education, as a lens through which to think about encounters between Black autistic men and police officers. The article concludes with recommendations for collaboration between social scientists, police scholars, law enforcement and the public to improve the outcomes of police encounters involving Black men on the autism spectrum.Design/methodology/approachUsing a literature review and analysis of current events, this conceptual article explores the intersections of race and disability, specifically neurodiversity, in policing using Critical Dis/ability (DisCrit) theory, and its predecessors, Intersectionality Theory and Critical Race Theory (CRT).FindingsAn interdisciplinary approach might be a potential solution to improve police encounters with Black autistic men. Expanding the theoretical frameworks utilized in scholarship about policing might allow for innovative approaches to examine current practices in law enforcement. Collaboration and critical dialogue may yield opportunities for further research and shifts in practice.Originality/valueThis conceptual article uses two incidents from recent events to highlight the need for increased scholarship around the intersections of autism and race, with a particular focus on Black autistic men. It advocates for the use of social science frameworks, namely DisCrit Theory, as a novel way to approach new research regarding race and dis/ability.

The intersection of race and gender can cause the intricacies of some stories to be obscured. This phenomenon is evident in the case of Black woman and their educational history in the United States. This essay seeks to outline a brief overview of educational history in the United States in comparison with the education of Black women at three time periods: The Colonial Era and Slavery, Jim Crow and Segregation, and the Modern Era. It will briefly highlight the differences in educational opportunities during these times. It additionally seeks to present a counternarrative to the whitewashed stories presented within the context of educational history, while highlighting the role of racial trauma in the history and education of Black women and girls. It will simultaneously celebrate the resilience of Black women and girls while acknowledging the unjust system that aided in creating the necessity for this resilience. Finally, this essay will suggest potential future directions for policy and research so that Black women may realize educational equity in the present and the future, despite the injustices of the past.