The purpose of this sacred ethnography is to examine the implications of living at the intersections of dis/ability, race, gender, sexuality, spirituality/religion, and class, while persisting through doctoral education in what is referred to as the United States. To further help describe the concrete ways institutions of higher education's compliance in systems of domination causes direct violence and harm against bodies that are othered and marginalized on-campus and provide a sacred and epistemologically diverse perspective to counter the current dominant narrative reproduced and maintained in knowledge creation. Grounded in African cosmology and utilizing nkwaethnography, longitudinal life note data is analyzed eliciting eleven themes and five emerging findings. The discussion of findings provides considerations and recommendations for institutions and institutional agents to consider to cultivate liberative and healing campus environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]