« Je finissais toujours par me rapprocher d'autres personnes autistes » : le développement des amitiés chez les étudiants autistes à l'université

Titre original en anglais : “I Always Ended Up Getting Close to Other People Who are Autistic”: Autistic College Students’ Friendship Development

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Nachman, B. R., Isaacson, K., Cox, B. E., & McDermott, C. (2025). “I Always Ended Up Getting Close to Other People Who are Autistic”: Autistic College Students’ Friendship Development. The Journal of Higher Education, 97(4), 734-759. https://doi.org/10.1080/00221546.2025.2497184

Date de publication: 18/06/2025 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
2 / 4 (50,0 %)
  1. Brett Ranon Nachman *
  2. Karly Ball Isaacson
  3. Bradley E. Cox *
  4. Catherine McDermott

Résumé

Trouver une communauté constitue souvent une composante essentielle de l'expérience universitaire. Avec l'augmentation du nombre d'étudiants autistes dans l'enseignement supérieur, il existe une occasion de découvrir comment cette communauté marginalisée construit de manière unique des relations, notamment compte tenu des nuances associées à leur communication et à leurs façons de trouver des personnes partageant les mêmes idées. Cette étude phénoménologique explore la manière dont des étudiants autistes à l'université favorisent la connexion sociale, dans le but de comprendre comment l'enseignement supérieur peut mieux soutenir cette population étudiante unique. Nous avons mené des entretiens avec 43 étudiants autistes de premier cycle universitaire, dans le cadre d'une étude nationale plus vaste sur la réussite des étudiants autistes à l'université. Nos résultats mettent en lumière trois façons dont les étudiants autistes à l'université favorisent la connexion sociale : participer à des espaces autistes, pratiquer l'authenticité autiste et créer des liens autour d'intérêts communs. Nous nous appuyons sur le modèle théorique d'appartenance des étudiants universitaires en situation de handicap en montrant l'importance de la modalité, de la vulnérabilité et de débouchés de niche pour favoriser la connexion entre les étudiants autistes à l'université. Nous encourageons les praticiens à créer davantage de clubs et d'espaces d'affinité permettant aux étudiants autistes de se connecter, ce qui pourrait inciter les chercheurs à explorer comment des contextes particuliers aident les étudiants autistes à créer des liens.

Finding community is often a pivotal component of the college experience. With autistic students on the rise across higher education, an opportunity exists to discover how this marginalized community uniquely builds relationships, especially given the nuances associated with their communication and ways of finding like-minded individuals. This phenomenological study explores how autistic college students foster social connectedness with the goal of understanding how higher education may better support this unique student population. We conducted interviews with 43 autistic undergraduate college students, as part of a larger nationwide study on autistic college student success. Our findings illuminate three ways autistic college students foster social connectedness: engaging in autistic spaces, practicing autistic authenticity, and bonding over shared interests. We build on the theoretical model of belonging for college students with disabilities by showing the importance of modality, vulnerability, and niche outlets as helping foster connection among autistic college students. We encourage practitioners to build more clubs and affinity spaces for autistic students to connect, which may prompt researchers to explore how particular settings help autistic students in building bonds.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
70
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
9 / 70 (12,9 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
19 / 181 (10,5 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 19 / 71 (26,8 %). Auteurices cité·es distinct·es identifié·es comme autistes : 17 / 175 (9,7 %).
Occurrences citées rattachées à la base AutiHub
71 / 181 (39,2 %)
Auteurices cité·es distinct·es rattaché·es : 66 / 175 (37,7 %)
Occurrences rattachées, non identifiées comme autistes
52 / 71 (73,2 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 52 / 181 (28,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 49 / 66 (74,2 %).
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