"Don't Be in Your Own Head Too Much": How Autistic First-Year Students Build Academic and Social Support

Autor/in	Miller, Jennifer Rebbecca
Titel	"Don't Be in Your Own Head Too Much": How Autistic First-Year Students Build Academic and Social Support
Quelle	(2023), (182 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-8873-1
Schlagwörter	Hochschulschrift; Dissertation; Autism Spectrum Disorders; College Freshmen; Academic Support Services; Social Support Groups; Student Adjustment; Student Experience; Affordances; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autism; Autismus; Studienanfänger; Social support; Soziale Unterstützung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienerfahrung
Abstract	An increasing number of autistic students attend U.S. universities, and higher education must meet their support needs. Existing literature frames research using a medical model of autism and is limited surrounding how autistic students form academic and social bonds during their first-year transition. This qualitative study examines 13 autistic students' transition to the university and takes a strengths-based look at how they build academic and social support. I center autistic students' lived experiences using a disability studies and neurodivergent paradigm conceptual framework and a grounded theory methodological approach. I collect and analyze data using constructivist grounded theory methods, including intensive interviews and iterative strategies. The result is a core process model of Autistic Self-Judging and Adapting that describes students' experience of stress during social situations and the mediators to that process. I also describe how autistic first-year students build academic and social support and identify support facilitators and barriers. I recommend that administrators, staff, and faculty understand and study the effects of the core process of Autistic Self-Judging and Adapting as it can have far-reaching effects beyond any specific program or policy. I additionally recommend that universities consider specific adaptations to address the facilitators and barriers to support. [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/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01