Crip futures must be intersectionally approached. Floyd and Abrams acknowledge that their accounts of academic ableism are shaped by their whiteness and that their whiteness shielded them from some of the harsher consequences of academic ableism. Their whiteness also allowed Floyd to be valued as a learner in the interdependent classroom discussed. Abes also recognizes her whiteness can limit how she works towards crip futures because racism encourages white faculty, even those engaged in creating crip futures to overlook the experiences of disabled students of color.