Unmasking college life: The lived experiences of autistic college students attending four-year public universities

Abstract

This phenomenological study explored the lived experiences of autistic college students enrolled at four-year public universities in the United States. While existing research on autistic students in higher education often emphasizes compliance-driven accommodations mandated by federal law, there remains a significant gap in literature that centers the firsthand perspectives and lived experiences of autistic students. Eight participants were recruited through social media platforms (Facebook and LinkedIn), outreach to disability services offices, and professional networks, representing universities from various regions of the United States. Each participant engaged in two to three phenomenological interviews, offering opportunities to reflect on their experiences and share how they currently navigate, or wish to navigate, campus life. Four major themes emerged from the data: (a) experiencing diagnosis, co-occurring conditions, and the journey to accommodations; (b) engaging with academics, campus life, and living environments; (c) navigating social, sensory, and emotional experiences; and (d) experiencing identity, joy, and autistic ways of being. The participants’ narratives were analyzed through the lenses of the traditional models of disability, critical disability theory, and the ableism framework. Findings offer higher education institutions insights into fostering more inclusive, affirming, and autism-informed campus environments.