A Socio-Political Approach on Autistic Students' Sense of Belonging in Higher Education

Autor/inn/en	Pesonen, Henri V.; Nieminen, Juuso Henrik; Vincent, Jonathan; Waltz, Mitzi; Lahdelma, Minja; Syurina, Elena V.; Fabri, Marc
Titel	A Socio-Political Approach on Autistic Students' Sense of Belonging in Higher Education
Quelle	In: Teaching in Higher Education, 28 (2023) 4, S.739-757 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pesonen, Henri V.) ORCID (Nieminen, Juuso Henrik) ORCID (Vincent, Jonathan) ORCID (Waltz, Mitzi) ORCID (Syurina, Elena V.) ORCID (Fabri, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1852205
Schlagwörter	Autism Spectrum Disorders; College Students; College Graduates; Foreign Countries; Student School Relationship; Student Attitudes; Student Characteristics; Interpersonal Relationship; Place of Residence; Social Life; Teaching Methods; College Environment; Social Bias; Netherlands + Suchen Sie Ihr Suchwort? Autism; Autismus; Collegestudent; Hochschulabsolvent; Hochschulabsolventin; Ausland; Schüler-Lehrer-Beziehung; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wohnort; Soziales Leben; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulumwelt; Niederlande
Abstract	Although an unprecedented number of autistic students are entering higher education, research focusing on their sense of belonging is scarce. Autistic students' sense of belonging can be jeopardized due to the students' encounters with a network of social expectations, activities, responses and biased attitudes. Using a participatory approach, our objective was to examine autistic university students' perceptions about their sense of belonging whilst at university. The study involved semi-structured interviews with 12 autistic university students and graduates from the Netherlands. Data were analysed using theory-guided content analysis and elaborative coding approaches. Findings indicate that autistic students' sense of belonging is multi-dimensional, fluid, and located within affective, spatial, temporal, social and political contexts. Our findings offer a novel and theoretically robust framework to conceptualise and further understand the sense of belonging. Important practical implications are also given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01