Experiencing university life as an autistic student: a critical autoethnography

Authors

Abstract

As long as I can remember, I have always had the desire to enjoy the same opportunities that were granted to neurotypical individuals. My enrolment at a university was a major milestone in my life as I wanted to experience what university life had to offer academically, culturally and socially. Yet, as good as it was to be part of a renowned academic institution, I felt excluded because the system, facilities and traditions of the institution had semblances of masculinity, ableism and whiteness. By using autoethnography as a research methodology, I am making my voice as a neurodiverse student heard. In this study, I have focused on my personal experiences as an undergraduate student on the autism spectrum at university through a critical lens. The term ‘critical’ is primarily used to refer to the analysis of my journey at university with the intention of understanding how the university system accommodates and supports students with disabilities. Self-study enabled me to evaluate the support I received from different role players who contributed in their unique way to my journey. The double lens that guided my literature review and data interpretation was self-awareness theory in collaboration with Erikson’s and Chickering’s theories on identity development. The two stages of Erikson’s theory that were relevant to my study were identity vs role confusion and intimacy vs isolation, which refer to the personal and institutional beliefs, culture and traditions that shape a student’s behaviour. On the other hand, Chickering’s vectors place an emphasis on the practices, attitudes and beliefs of the university that predetermine a student’s success. Overall, Bakhtin’s concept of ‘outsideness’ relates to the abovementioned theories as all students regarded by the system as outsiders were expected to adapt to the university’s regulations and traditions. The above-mentioned frameworks address a number of the learning experiences that I underwent to develop my own identity and become aware of the expectations of the university. The outcome of this study is to impress upon and enable higher education institutions to revise their policy of inclusion by accommodating the needs of all students at all levels.

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