Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

White, Carol Cutler

Committee Member

Coats, Linda T.

Committee Member

Oswalt, Katie

Committee Member

King, Stephanie B.

Date of Degree

12-13-2024

Original embargo terms

Complete embargo 2 years

Document Type

Dissertation - Open Access

Major

Community College Leadership

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Industrial Technology, Instructional Design, and Community College Leadership

Abstract

The number of autistic college students has risen over the decades and many of them are choosing to attend a community college to begin their higher education experience. However, once in college, autistic students face a set of challenges that influence their academic experience. Despite similar and elevated IQ’s many of autistic college students are not graduating at the same rate as their peers. Research of autism and higher education is typically comprised of information provided by professionals. However, there has been a growing number of scholars who have included the perspective of autistic individuals. A narrative inquiry research method was used to record and examine the experiences of 5 autistic community college students. In-person interviews recorded experiences regarding the transition to community college, experience with support services, and input about their community college experience. The transition to community college for autistic students was influenced by multiple factors that included a student’s high school experience, family dynamics, and current life circumstances. Participants accessed a variety of academic and non-academic supports. Academic supports included tutoring, counseling, and accommodations. Non-academic support included the support from family, friends, teachers, staff, and campus organizations. Participant’s knowledge of available supports was influenced mostly by their family’s knowledge. Input from participants indicated that teachers and coaches play significant roles in the lives of participants. Participants felt that more knowledge of autism was needed among faculty and staff that could be created through personal one-on-one relationships. Findings from this study suggest that institutions consider the was that social exchange influenced pivotal transitions that college students undergo according to Tinto’s model of student departure. This research could be used by community college administrators, faculty, and staff to in their efforts to support autistic student. This could include dedicating resources for transition planning, proactively promoting support services throughout all phases of recruitment and enrollment, and the development of campus-wide training resources.

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