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Understanding Autistic Identity Disclosure in Higher Education
Michaela R Hodges-Fulton1, Jessica Monahan1
1Center for Disabilities Studies, University of Delaware, Newark, Delaware, USA.
Autism in Adulthood : Challenges and Management
|September 11, 2025
Summary
Autistic college students
Area of Science:
- Autism Spectrum Disorder
- Higher Education
- Disability Studies
Background:
- Autistic students face decisions about disclosing their identity in postsecondary settings.
- Existing research often broadly covers students with disabilities, lacking focus on autistic students' unique disclosure experiences.
- Understanding disclosure factors is crucial for autistic students seeking accommodations while managing risks associated with a marginalized identity.
Purpose of the Study:
- To investigate factors influencing autistic college students' willingness to disclose their autistic identity.
- To explore autistic students' thoughts and behaviors regarding disclosure in higher education.
- To identify predictors of disclosure and understand student concerns.
Main Methods:
- Conducted an extensive literature review on disclosure.
- Developed and distributed a survey to 123 autistic college students nationwide.
- Analyzed quantitative data using descriptive statistics and regression; analyzed qualitative data thematically.
Main Results:
- Autism is a significant identity component, yet students fear negative disclosure impacts.
- University safety and accommodation necessity predict disclosure willingness.
- Disclosure likelihood varied by race and LGBTQIA+ status, with cisgender, heterosexual, and white students disclosing more readily.
Conclusions:
- Disclosure decisions are complex, influenced by perceived safety and need for support.
- Recommendations are provided for students considering disclosure and for higher education institutions.
- Further research is needed to explore nuances of disclosure experiences.
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