Disability Identification and Self-Efficacy among College Students on the Autism Spectrum
Open accessAbstract
The number of youth on the autism spectrum approaching young adulthood and attending college is growing. Very little is known about the subjective experience of these college students. Disability identification and self-efficacy are two subjective factors that are critical for the developmental and logistical tasks associated with emerging adulthood. This study uses data from the National Longitudinal Transition Study 2 to examine the prevalence and correlates of disability identification and self-efficacy among college students on the autism spectrum. Results indicate nearly one-third of these students do not report seeing themselves as disabled or having a special need. Black race was associated with lower likelihood of both disability identification and self-efficacy.
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Studies with young autistic people in particular have found that they often construe themselves as 'different' to neurotypical people in a negative way.
“Studies with young autistic people in particular have found that they often construe themselves as ‘different’ to neurotypical people in a negative way (Cribb, Kenny, & Pellicano, 2019; Humphrey & Lewis, 2008; Shattuck et al., 2014; Williams, Gleeson, & Jones, 2019).”
From Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science (2022) · cites this paper as Shattuck et al., 2014
The Results report that 69.4% of autistic college students identified as having a disability or special need, supporting a limited claim about perceived difference. But the paper does not establish that they viewed themselves negatively or compared themselves with neurotypical people; the Introduction explicitly treats disability identification as a narrower measure of identity. (LLM, conf=0.84)
Experimental — accuracy not yet measuredIn the face of constant negative messaging, especially combined with more generalised discrimination against disabled people, considerable stigma is associated with the autism label.
“In the face of this constant negative messaging, especially combined with more generalised discrimination against disabled people, it is unsurprising that considerable stigma is associated with the autism label.”
From Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science (2022) · cites this paper as Shattuck et al., 2014
The Discussion says colleges could reduce stigma by offering support without requiring students on the autism spectrum to disclose their disability status. That supports a concern about stigma around disclosure, but the paper does not link it to constant negative messaging or generalized discrimination, or establish how widespread stigma associated with the autism label is. (LLM, conf=0.86)
Experimental — accuracy not yet measured
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References 39 · Cited by 95
Research works printed but not linked: 22
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- Authors
- Shattuck, P. T., Steinberg, J., Yu, J., Wei, X., Cooper, B. P., Newman, L., & Roux, A. M.
- Affiliations
- Drexel University (US)
- Washington University in St. Louis (US)
- SRI International (US)
- Corresponding author
- Shattuck, Paul T.
- Venue
- Autism Research and Treatment
- Publisher
- Wiley
- Published
- 2014
- Volume
- 2014
- Pages
- 1-7
- ISSN
- 2090-1925 (ISSN-L)
- 2090-1933
- PMC
- PMC3953486
- OpenAlex
- W2087863042
- Cited by
- 95
- References
- 39
- Citations by year
- 2026: 4 · 2025: 7 · 2024: 15 · 2023: 9 · 2022: 7 · 2021: 10 · 2020: 10 · 2019: 8 · 2018: 8 · 2017: 7 · 2016: 6 · 2015: 4
- FWCI
- 15.83
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Autism Research and Treatment (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- National Science Foundation (HRD-1130088, R01 MH086489, R305A120300)
- National Institute of Mental Health (HRD-1130088, R01 MH086489, R305A120300)
- Institute of Education Sciences (HRD-1130088, R01 MH086489, R305A120300)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
- Keywords
- autism spectrum disorder, disability identification, self-efficacy, university students, emerging adulthood, coming of age, racial disparities, Black students, disability identity, National Longitudinal Transition Study-2
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