William Carter

William Carter is a PhD Candidate and Research Fellow in the Department of Geography at the University of California, Berkeley. He holds a BSc (First Class with Honors) in Politics and International Relations from the University of Bristol (UK) and completed a study abroad year at UC Berkeley focusing on Ancient History and African American Studies. As a Fulbright Scholar, his research examines racialization and aquatic histories of the Black Atlantic, with a focus on the Transatlantic Slave Trade's impact on conceptions of Blackness, whiteness, and disability. His dissertation, Navigating Black Waters and White Fears, explores how racial hierarchies were constructed through archival analysis of slave ship documents.

Academically, Carter serves as Chair of the UC Berkeley Neurodiversity Initiative, leading efforts to establish a Neurodiversity Clinic and advance disability justice. He has secured over $120k in funding for accessibility initiatives like the Access, Learning and Leadership (ALL) program. His advocacy includes co-writing the DSP Crisis Quick Guide, authoring Exclusion by Design, and advising UC Berkeley's Neurodiversity Task Force.

Carter’s community engagement spans neurodiversity advocacy, foster youth initiatives, and anti-ableism campaigns. He has presented at national conferences such as the American Association of Geographers and Stanford’s Global Neurodiversity Summit, and his work has been featured in Berkeley News. His awards include the inaugural UC Regents Leadership Award and the Heumann-Armstrong Disability Justice Award.

• Key Research Focus: Racial geographies, transatlantic slave trade archives, disability studies, and literacy equity
• Current Roles: Graduate Student Researcher (50%) & Research Fellow (Neurodiversity Initiative), Chair of UC Berkeley Neurodiversity Initiative
• Grants/Funding: Over $250k in fellowships and grants since 2020

His future work includes completing his dissertation (2025–2026), advancing the Neurodiversity Clinic, and expanding inclusive education frameworks informed by his neurodivergent advocacy and historical research.