Experiencing university life as an autistic student : a critical autoethnography

Abstract

Critical autoethnography as my research methodology enabled me to evaluate the support that I received from different role players (co-constructors) who contributed in their unique way to my journey as an undergraduate student with ASD at university. The double lens that guided the literature review and data interpretation was self-awareness theory in collaboration with Erikson’s and Chickering’s theories on identity development which refer to the personal and institutional beliefs, culture and traditions that shape any student's behaviour. Overall, Bakhtin’s concept of ‘outsideness’ tied all three theories together by elaborating on how “outsiders”, students are expected to adapt to university life by emphasizing the Masculine, Ableist and Whiteness ideologies they are exposed to in the residence, social settings and on the sports field. Although some universities are embracing the social model, images of segregation are still evident and therefore universities are required to change their physical infrastructure, administration buildings and social spaces to become more inclusive and accessible for students diagnosed with ASD.