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Residential Students on the Autism Spectrum
All the participants identified as autistic, referring to themselves as " being autistic, "
being " on the spectrum, " or having " Asperger's. " Eight participants had received
clinical diagnoses of ASD as toddlers or young children. Jonie and Lucy had decided
not to seek a diagnosis out of concerns relating to stigma and future employability. As
Lucy explained, " Understanding [of ASD] has increased, but in the professional world,
it's still an overall negative trait. " Cass, who had initially resisted looking into ASD,
sought clinical consultations.
Several participants discussed how they defined and experienced autism. For example,
Yaquob said, " There's a quote that I like: 'Autism doesn't define the person.
The person defines autism.' I wouldn't view it as a disability, I would just view it as a
different mindset. " Tony noted his " slower processing speed " and described how his
thoughts overwhelm his mind and how the noise in his head is louder than everything
outside. Lucy defined autism as a state of being or " the way your brain is structured.
There's really no point where my autism ends and I start, or the other way around. " She
added, " Accepting autism in yourself is like accepting you for who you are. "
Data Collection and Analyses
Two research team members collected all data and served as principal correspondents
with participants. During an initial meeting with each one, researchers explained the
study, obtained informed consent, answered questions, and distributed the journal topics
and prompts. Journaling allowed participants to reflect on their campus experiences,
sources for disclosure and support, and perceptions of the university's espoused commitments
to diversity and inclusion. They completed journals prior to their individual
semi-structured interview, which incorporated follow-up questions based on the journal
information, to varying degrees. The semi-structured interview focused on residence
hall experiences; belonging and inclusion as conveyed by people, programs, and spaces;
self-advocacy and activism; and suggestions for improving residential experiences.
Once data were organized for review, three research team members created a
codebook together. Analyses included rounds of open and focused coding (Jones et al.,
2013) leading to thematic findings with supporting evidence. The coding yielded
broad themes about three areas: physical space, engagement in programming, and
self-determination. In order to increase accuracy and validity, participants were invited
to member-check (e.g., Lincoln & Guba, 1985); while data collection occurred prior
to the COVID-19 pandemic, the data analysis was impacted by COVID mitigation
protocols that prioritized safety, causing the forgoing of member-checking and a delay
in transcript analysis.
As a group, participants were all academically successful, which
helps advance a more nuanced understanding of autism as
a spectrum, with autistic college students being much more likely
to function socially and academically at comparatively high levels.
Volume 51, No. 1 * 2024 61

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