Graduate Student Dissertations, Theses, Capstones, and Portfolios
Date of Award
7-2024
Document Type
Dissertation
Granting Institution
Lynn University
Degree Name
Doctor of Education (EDD)
Degree Program
Educational Leadership
Department
College of Education
First Advisor
Jennifer J. Lesh
Abstract
Transitioning to college can prove overwhelming for BIPOC individuals with high-functioning autism (HF ASD) from low-income families (Accardo et al., 2019; Elias & White, 2018; Lambe et al., 2019). This qualitative study addressed the challenges these families faced or will face, fears and concerns about going to college, and the level of support received from high schools and postsecondary institutions, while determining if race and economic status have a bearing on access to information about transition planning. The methodology used for this study was a narrative design to gain insight into the lived experiences of this marginalized group and give voice to these families. There were ten participants interviewed in total, both in person and virtually. Five of the participants ranged in age from 18 to 21, BIPOC with HF HSD. The other five participants were the parents/caregivers of these individuals. These participants were asked questions to highlight their experiences and understand their views of race and economic status regarding acquiring college and college transition information and resources. Results of this study revealed first, the individuals with HF ASD had some fear about going to college, felt supported by their parents, and did not see race as an issue in a broader aspect but instead viewed it as a personal experience to which all voiced, they did not see race as an issue. Few of these participants had fears about going to college. However, the parent/caregiver participants felt unsupported by the high schools, believed race and economic status influence access to information, and suggested what educators can do to improve the dissemination of information and resources. The study included a subsidiary called "The Talk" to gain insight into whether these families had the conversation with their children to prepare them for possible encounters with law enforcement as autistic young males of color. In sum, this marginalized group will require additional and intentional assistance from educators to transition to college successfully.
Recommended Citation
Hill, A. L. (2024). Lost In Translation: A Qualitative Narrative Study on the Lived Experiences of BIPOC Individuals with High-Functioning Autism Transitioning to College [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/420
