"I Feel Like They are all Interconnected": Understanding the Identity Management Narratives of Autistic LGBTQ College Students

Miller, Ryan A.; Nachman, Brett Ranon; Wynn, Richmond D.

doi:10.1353/csj.2020.0000

Cited by 12 publications

(13 citation statements)

References 28 publications

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“…This is not to say that the autistic community is immune from perpetrating and upholding structural and systemic oppressions. Much like other minority communities, the autistic community can perpetuate the same oppressions; white supremacy (Giwa Onaiwu, 2020), discrimination against Black autistic people or autistic people of color, including by tokenizing them or asking them to ignore their other identities to prioritize autism-focused advocacy priorities (Smith, 2021;Wright, 2021), ableism, cis-heteronormativity (Miller et al, 2020), sexism (Creece, 2019), jockeying for status, infighting and "purity policing" (Brown, 2022;Dekker, 2020) are all still apparent. Worse, the idea of autism has, in some cases, become a shield to hide behind in perpetration of such white supremacy and wider bigotries, from defense of micro-aggressions against minorities, including other Black, gender minority, or sexual minority autistic people (Creece, 2019), to full blown legal defenses in cases of extreme violence such as the Charleston shooting, that white autistic people do not know better by virtue of their autism (Tucker, 2021).…”

Section: Autism As a Collective Identity And Culturementioning

confidence: 99%

Come as You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens

Botha

Gillespie-Lynch

2022

Human Development

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Singer intended for neurodiversity to be a new category of intersectionality. However, intersectionality has been neglected in autism research and practice. This paper aims to inform an intersectional approach to autism by exploring autistic identity development in relation to other marginalized identities. We reviewed literature about neurodiversity, intersectionality, discrimination, and the identity development of autistic people, racial/ethnic minorities, and gender and sexual minorities. We discuss minority stress and evidence that cultural traditions alleviate it. Autistic culture can reframe personal difficulties as a politicized struggle. While the stereotype of autism is one of withdrawal, the history of autistic people coming together for justice defies this notion. Intersectionality teaches us that we must understand differences within the autistic community if we wish to help all autistic people experience the dignity they deserve. Using an intersectional lens, we can become more flexible in our understanding of positive autistic identity development and strategies to promote it.

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Section: Autism As a Collective Identity And Culturementioning

confidence: 99%

Come as You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens

Botha

Gillespie-Lynch

2022

Human Development

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“…To start, considering the rich diversity of community college students, researchers should explore the role of intersectional identities. Building off scholarship on disabled students in universities with other minoritized identities (see Miller, Nachman, & Wynn, 2020; Vaccaro, Lee, Tissi‐Gassoway, Kimball, & Newman, 2020), scholars examining community college disabled students must look beyond solely focusing on disability and pinpoint significant demographic factors that mark students’ experiences. For example, determining how to support disabled community college student veterans has only recently emerged in the scholarship (Ahern, Foster, & Head, 2015).…”

Section: Policy and Practical Implicationsmentioning

confidence: 99%

(Re)envisioning considerations for disabled community college students

Nachman

Wilke

2021

New Drctns Community Coll

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While community colleges enroll high proportions of disabled students, limited research exists on considerations that college personnel should account for in meeting disabled students' varied needs and strengths. This article explores the impacts of policies and processes on disabled community college students and presents five policy-related issues and recommendations on how various community college agents with the power to inform and enact policy, including administrators/staff, researchers, and instructors, can best serve disabled community college students.Community colleges enroll the highest proportions of disabled students in postsecondary education. Throughout the article we use the language of disabled students rather than students with disabilities in recognition of the environmental forces that serve to disempower and disable individuals. This language is in line with social justice, activist, and identityfirst models of understanding disability. When referencing existing literature and research, we defer to the language used by the original authors as language preference regarding disability can differ based on location, population, and participants.During the 2011-12 academic year, 12.7% of first-time postsecondary students in 2-year colleges identified as having a disability, compared to 10.7% at 4-year institutions (Snyder, de Brey, & Dillow, 2019). Nationally, disabled students experience lower rates of postsecondary enrollment, degree attainment, and post-educational employment outcomes (Kessler Foundation & National Organization on Disability, 2010;Newman et al., 2011). However, Newman et al. (2011 noted that for disabled students, community college completion rates are nearly twice that of their non-disabled counterparts (41.3% compared to 22.4%). Bolstering disabled students' persistence in community college may also yield dividends in enhancing the quality of their experiences.Enrollment of disabled students in postsecondary education is likely to continue to increase based on trends from the past decade (Aquino & Bittinger, 2019;Snyder et al., 2019). Ensuring that these students possess equitable opportunities for engaging in college and obtaining their desired outcomes is of pivotal importance. Enacting clear policies and strategic plans are crucial for supporting equitable opportunities for disabled college students. Here we will examine policy issues related to five topics (entrance,

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“…Until recently, discussions in research literature about intersecting identities of college students with disabilities and with LGBTQ identities were absent (Kimball et al, 2018; Miller et al, in press; Peña et al, 2016). Few studies have engaged in explorations of the experiences of college students who disclose LGBTQ and autistic identities.…”

Section: Teaching Notesmentioning

confidence: 99%

“…Erik’s case is one of many stories of autistic, LGBTQ students, most of whom have yet to surface in scholarly literature. Perhaps the most in-depth exploration of the ways in which college students make meaning of their autistic and LGBTQ identities was conducted by Miller et al (in press). The findings revealed that autistic LGBTQ students disclosed their LGBTQ identities to others in the collegiate environment, though they experienced difficulty in navigating social spaces and situations with other LGBTQ students.…”

Section: Teaching Notesmentioning

confidence: 99%

“Whose Liability Is It Anyway?” Cultivating an Inclusive College Climate for Autistic LGBTQ Students

Nachman

Miller

Peña

2020

Journal of Cases in Educational Leadership

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With one in 59 children diagnosed with autism, higher education institutions are experiencing increasing enrollments of autistic students. Furthermore, autistic students are disproportionately more likely to identify as gay and lesbian in their sexual orientation and as transgender or genderqueer in their gender identity compared with nondisabled peers. This case study challenges readers to consider the role that educational leaders can play in addressing the complexities of supporting a student named Erik, a gay, autistic student who is considering “coming out.” Readers are also challenged to consider implications about addressing campus climate issues for students with multiple, intersecting identities.

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"I Feel Like They are all Interconnected": Understanding the Identity Management Narratives of Autistic LGBTQ College Students

Cited by 12 publications

References 28 publications

Come as You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens

Come as You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens

(Re)envisioning considerations for disabled community college students

“Whose Liability Is It Anyway?” Cultivating an Inclusive College Climate for Autistic LGBTQ Students

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