Date of Award

8-31-2026

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Global Inclusion and Social Development

First Advisor

Tiffany Donaldson

Second Advisor

Sheila Fesko

Abstract

Sense of belonging has become an increasingly important indicator of student engagement, persistence, and success in higher education. Despite this, limited research has explored how college students with autism experience and define belonging while at college. As increasing numbers of students with autism pursue postsecondary education, institutions face a growing need to better understand the factors that influence student experiences and outcomes. The purpose of this mixed-methods study was to investigate the experiences of sense of belonging among current college students with autism and identify the factors that contribute positively or negatively to this experience to inform more inclusive higher education practices.

Grounded in Terrell Strayhorn’s theory of sense of belonging and informed by the principles of the disability rights movement’s “Nothing About Us Without Us” philosophy, this study employed a mixed-methods design. Participants included traditional-aged college students with autism enrolled at four-year institutions throughout the six New England states. Initial quantitative data were collected through a survey that included demographic information and perceived belongingness measures (n = 46). Quantitative analysis included one-way ANOVA and regression analyses to explore relationships between demographic variables and belonging scores. Semi-structured interviews were then conducted with 19 participants selected through purposeful sampling. Interview data were coded and analyzed using thematic analysis.

Quantitative findings indicated that gender identity and sexual orientation were not statistically significant predictors of belonging within the sample. Autism diagnosis status, however, emerged as a meaningful factor, with formally diagnosed students reporting lower belonging scores on average than self-identified peers. Qualitative findings revealed that belonging was a multidimensional construct shaped by four core dimensions: acceptance and freedom from judgment, comfort and safety, connection and relationships, and inclusion and self-expression. Additional findings identified peer relationships, trusted adult relationships, accessible environments, and overall campus climate as central influences on students’ experiences of belonging. Participants emphasized that belonging extended beyond social inclusion and required opportunities for authentic self-expression in environments free from stigma, sensory barriers, and pressures to conform.

The findings suggest that belonging for college students with autism is both relational and structurally produced. Implications for higher education include moving beyond accommodation-based approaches toward more proactive, universally designed, and neurodiversity-affirming practices that intentionally foster inclusion, accessibility, and authentic participation for autistic students.

Comments

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