Brief research report: Investigating neurodiversity acceptance in the college classroom: an exploratory study
IntroductionHigher education represents a potential opportunity to address autism stigma and, in turn, prevent the negative health consequences of stigma as autistic college students transition into adulthood. The purpose of the current study was to investigate the general college student body and d...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1223175/full |
| _version_ | 1797737421495861248 |
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| author | Emily Hotez Julianna Rava Alice A. Kuo Alice A. Kuo |
| author_facet | Emily Hotez Julianna Rava Alice A. Kuo Alice A. Kuo |
| author_sort | Emily Hotez |
| collection | DOAJ |
| description | IntroductionHigher education represents a potential opportunity to address autism stigma and, in turn, prevent the negative health consequences of stigma as autistic college students transition into adulthood. The purpose of the current study was to investigate the general college student body and describe their (1) level of autism acceptance based on the neurodiversity framework utilizing the Autism Attitude Acceptance Scale (AAAS) and (2) self-reported knowledge and interests about neurodiversity.MethodsThe sample (n = 90, M age = 21.86, SD = 1.18) featured undergraduates enrolled in a large, diverse, public university in the U.S. Approximately 32% (n = 29) identified as neurodivergent, with 5 identifying as autistic. Separate groups of students completed the AAAS—administered via Qualtrics—in February and September of 2022. In addition, students were provided the opportunity to ask up to three questions each about neurodiversity. We utilized qualitative thematic coding to extract themes from the neurodiversity questions.ResultsWe derived frequency and descriptive statistics for each item and the two AAAS subscales: (1) the General Acceptance (GA) subscale (Cronbach’s alpha = 0.89) and (2) the Attitudes toward Treating Autistic Behavior (ATAB) subscale (Cronbach’s alpha = 0.77). Responses reflected high general autism acceptance. Responses demonstrated greater variability, however, with respect to attitudes toward treating autistic behaviors. Qualitative findings revealed both a high degree of interest in the neurodiversity movement, as well as high variability in knowledge and familiarity with its tenets.ConclusionThis research can inform higher education’s efforts to address and prevent stigma towards autistic and other neurodivergent students. |
| first_indexed | 2024-03-12T13:29:28Z |
| format | Article |
| id | doaj.art-7039f5e1bbe64f8e92f55990eba53faf |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T13:29:28Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-7039f5e1bbe64f8e92f55990eba53faf2023-08-24T21:58:34ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-08-01810.3389/feduc.2023.12231751223175Brief research report: Investigating neurodiversity acceptance in the college classroom: an exploratory studyEmily Hotez0Julianna Rava1Alice A. Kuo2Alice A. Kuo3Department of General Internal Medicine – Health Services Research, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Los Angeles, CA, United StatesDepartment of Pediatrics, Center for Healthier Children, Families, & Communities, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Los Angeles, CA, United StatesDepartment of General Internal Medicine – Health Services Research, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Los Angeles, CA, United StatesDepartment of Pediatrics, Center for Healthier Children, Families, & Communities, David Geffen School of Medicine, University of California, Los Angeles (UCLA), Los Angeles, CA, United StatesIntroductionHigher education represents a potential opportunity to address autism stigma and, in turn, prevent the negative health consequences of stigma as autistic college students transition into adulthood. The purpose of the current study was to investigate the general college student body and describe their (1) level of autism acceptance based on the neurodiversity framework utilizing the Autism Attitude Acceptance Scale (AAAS) and (2) self-reported knowledge and interests about neurodiversity.MethodsThe sample (n = 90, M age = 21.86, SD = 1.18) featured undergraduates enrolled in a large, diverse, public university in the U.S. Approximately 32% (n = 29) identified as neurodivergent, with 5 identifying as autistic. Separate groups of students completed the AAAS—administered via Qualtrics—in February and September of 2022. In addition, students were provided the opportunity to ask up to three questions each about neurodiversity. We utilized qualitative thematic coding to extract themes from the neurodiversity questions.ResultsWe derived frequency and descriptive statistics for each item and the two AAAS subscales: (1) the General Acceptance (GA) subscale (Cronbach’s alpha = 0.89) and (2) the Attitudes toward Treating Autistic Behavior (ATAB) subscale (Cronbach’s alpha = 0.77). Responses reflected high general autism acceptance. Responses demonstrated greater variability, however, with respect to attitudes toward treating autistic behaviors. Qualitative findings revealed both a high degree of interest in the neurodiversity movement, as well as high variability in knowledge and familiarity with its tenets.ConclusionThis research can inform higher education’s efforts to address and prevent stigma towards autistic and other neurodivergent students.https://www.frontiersin.org/articles/10.3389/feduc.2023.1223175/fullneurodiversityautismautism acceptancehigher educationpostsecondary |
| spellingShingle | Emily Hotez Julianna Rava Alice A. Kuo Alice A. Kuo Brief research report: Investigating neurodiversity acceptance in the college classroom: an exploratory study Frontiers in Education neurodiversity autism autism acceptance higher education postsecondary |
| title | Brief research report: Investigating neurodiversity acceptance in the college classroom: an exploratory study |
| title_full | Brief research report: Investigating neurodiversity acceptance in the college classroom: an exploratory study |
| title_fullStr | Brief research report: Investigating neurodiversity acceptance in the college classroom: an exploratory study |
| title_full_unstemmed | Brief research report: Investigating neurodiversity acceptance in the college classroom: an exploratory study |
| title_short | Brief research report: Investigating neurodiversity acceptance in the college classroom: an exploratory study |
| title_sort | brief research report investigating neurodiversity acceptance in the college classroom an exploratory study |
| topic | neurodiversity autism autism acceptance higher education postsecondary |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1223175/full |
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