« C’est une violence symbolique » : expériences de discrimination vécues par des personnes autistes dans les universités australiennes

Titre original en anglais : ‘It’s a symbolic violence’: Autistic people’s experiences of discrimination at universities in Australia

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Tan, D. W., Rabuka, M., Haar, T., & Pellicano, E. (2023). ‘It’s a symbolic violence’: Autistic people’s experiences of discrimination at universities in Australia. Autism, 28(6), 1344-1356. https://doi.org/10.1177/13623613231219744

Date de publication: 26/12/2023 Ajout dans AutiHub: 05/07/2026 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
1 / 4 (25,0 %)
  1. Diana Weiting Tan
  2. Marion Rabuka
  3. Tori Haar *
  4. Elizabeth Pellicano

Résumé

Ces dernières années, le nombre de personnes autistes entrant à l’université a augmenté en Australie et dans le monde. Bien qu’il s’agisse d’une tendance encourageante, les taux d’achèvement des étudiants autistes restent bien inférieurs à ceux des étudiants non autistes en Australie. Sans doute sans surprise, de nombreuses études examinant les expériences des personnes autistes à l’université ont identifié la stigmatisation et la discrimination comme un obstacle important auquel sont confrontées les personnes autistes dans l’enseignement supérieur. Dans cette étude, notre équipe de cochercheurs autistes et de chercheurs non autistes a coproduit une étude qualitative approfondie afin de comprendre les contextes et les circonstances dans lesquels des personnes autistes se sont senties stigmatisées ou ont subi de la discrimination dans les universités australiennes. Nous avons interrogé 21 personnes autistes qui avaient soit achevé au moins un cursus universitaire, soit étudiaient dans un cursus universitaire, soit s’étaient inscrites à au moins un cursus universitaire en Australie avant de l’abandonner. À l’aide d’une analyse thématique réflexive, nous avons identifié quatre thèmes : (1) « Mon handicap est quelque chose dont les gens n’ont tout simplement aucune idée », (2) « le système est vraiment défavorable à votre égard », (3) la responsabilité incombe aux étudiants autistes, et (4) « courage et obstination ». Sur la base de ces résultats, nous avons suggéré de mettre en œuvre la Conception universelle de l’apprentissage, des pratiques affirmant la neurodiversité et informées par les traumatismes, ainsi qu’une approche participative afin de mieux concevoir les programmes universitaires, les processus et les services de soutien destinés aux étudiants autistes. Résumé grand public Les étudiants autistes rencontrent de nombreuses difficultés à l’université. Un obstacle important identifié dans les recherches antérieures était l’expérience de discrimination vécue par les étudiants autistes (c’est-à-dire être traités différemment) et de stigmatisation (être jugés différemment). Notre équipe de recherche comprenait des chercheurs autistes et non autistes qui ont conçu un projet visant à explorer les expériences de stigmatisation et de discrimination des étudiants autistes dans les universités australiennes. Nous avons interrogé 21 étudiants autistes qui avaient fréquenté une université : certains avaient obtenu des diplômes et d’autres non. À partir de nos entretiens, nous avons identifié quatre thèmes : (1) « Mon handicap est quelque chose dont les gens n’ont tout simplement aucune idée », (2) « le système est vraiment défavorable à votre égard », (3) la responsabilité incombe aux étudiants autistes, et (4) « courage et obstination ». Par conséquent, nous avons recommandé de modifier la manière dont les cours sont élaborés et enseignés afin que les personnes autistes disposent de possibilités correspondant à leurs façons d’apprendre. Il est également important que le personnel universitaire comprenne l’impact des traumatismes vécus par les personnes autistes et que les universités collaborent avec les personnes autistes pour concevoir des cours et des soutiens qui incluent les façons d’apprendre autistes, des processus universitaires accessibles et permettent d’identifier les besoins de soutien.

In recent years, the number of autistic people entering university has increased in Australia and worldwide. While an encouraging trend, autistic students’ completion rates remain much lower than non-autistic students in Australia. Perhaps unsurprisingly, numerous studies investigating autistic people’s experiences at universities have identified stigma and discrimination as a significant barrier facing autistic people in higher education. In this study, our team of autistic co-researchers and non-autistic researchers co-produced an in-depth qualitative study to understand the contexts and circumstances in which autistic people felt stigmatised or experienced discrimination at universities in Australia. We interviewed 21 autistic people who either had completed at least one university course, or were studying a university course, or had enrolled in but discontinued at least one university course in Australia. Using reflexive thematic analysis, we identified four themes: (1) ‘My disability is something that people just don’t have a clue about’, (2) ‘the system is really stacked against you’, (3) the onus is on autistic students, and (4) ‘grit and stubbornness’. Based on these findings, we suggested implementing Universal Design for Learning, neurodiversity-affirming and trauma-informed practices, together with a participatory approach to better design university curricula, processes, and support services for autistic students. Lay Abstract Autistic students experience many challenges at university. One significant barrier identified in past research was autistic students’ experiences of discrimination (i.e. being treat differently) and stigma (being judged differently). Our research team included both autistic and non-autistic researchers who designed a project to help explore autistic students’ experiences of stigma and discrimination at Australian universities. We interviewed 21 autistic students who went to a university – some had completed qualifications, and some had not. From our interviews, we identified four themes: (1) ‘My disability is something that people just don’t have a clue about’, (2) ‘the system is really stacked against you’, (3) the onus is on autistic students, and (4) ‘grit and stubbornness’. As a result, we recommended changes in the way courses are written and taught so that autistic people have opportunities that meet their ways of learning. It is also important for university staff to understand the impact of trauma experienced by autistic people and that universities work together with autistic people to design courses and supports that include autistic ways of learning, accessible university processes and identify support needs.

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 11:30.

Références citées
70
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
7 / 70 (10,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
16 / 243 (6,6 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 16 / 120 (13,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 12 / 201 (6,0 %).
Occurrences citées rattachées à la base AutiHub
120 / 243 (49,4 %)
Auteurices cité·es distinct·es rattaché·es : 80 / 201 (39,8 %)
Occurrences rattachées, non identifiées comme autistes
104 / 120 (86,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 104 / 243 (42,8 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 68 / 80 (85,0 %).
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