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Journal of Autism and Developmental Disorders
Gepubliceerd in: Journal of Autism and Developmental Disorders 2/2021

05-06-2020 | Original Paper

What Contributes to Stigma Towards Autistic University Students and Students with Other Diagnoses?

Auteurs: Kristen Gillespie-Lynch, Nidal Daou, Rita Obeid, Siobhan Reardon, Spogmay Khan, Emily J. Goldknopf

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2021

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Abstract

Little remains known about the degree to which autistic university students are stigmatized relative to students with other diagnoses. We conducted an online survey with students in New York City (n = 633) and Beirut (n = 274). Students with diagnoses that were perceived as dangerous (e.g., psychopathy) were more stigmatized than students with diagnoses that were perceived as less dangerous (e.g., autism). Disruptive autistic behaviors (described via vignettes) evoked more stigma than withdrawn behaviors. Perceived dangerousness predicted autism stigma. Greater acceptance of inequality, less openness, and lower cognitive empathy co-occurred with heightened stigma towards most conditions. Diagnostic labels were typically less stigmatized than behaviors. Findings suggest that interventions are needed to decrease stigma towards varied diagnoses in collegiate communities.
vorige artikel Time Trends in Diagnostics and Clinical Features of Young Children Referred on Suspicion of Autism: A Population-Based Clinical Cohort Study, 2000–2010
volgende artikel Parent Perceptions of Caregiver-Mediated Telemedicine Tools for Assessing Autism Risk in Toddlers
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Alleen toegankelijk voor geautoriseerde gebruikers
Voetnoten
1
Throughout this manuscript, we use identity-first language (e.g., autistic people) rather than person-first language (e.g., people with autism) because identity-first language is preferred by the majority of autistic participants in existing studies evaluating preferences [e.g., Kapp et al. (2013); Kenny et al. (2016)]. Identity-first language may also be less likely to contribute to stigma (Gernsbacher 2017).
 
2
In this manuscript, we use the terms “university” and “college” interchangeably as both terms have the same general meaning (i.e., a postsecondary institution) in the United States (US). We primarily use the term “university” since in some countries, such as the United Kingdom, “college” signifies an institution that people attend before they attend university. We occasionally use the term “college” to avoid neglecting the experiences of the majority of autistic students who seek postsecondary education in the US, most of whom, at least initially, attend a community college (where one can obtain an associate’s degree; Wei et al. 2014).
 
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Metagegevens
Titel
What Contributes to Stigma Towards Autistic University Students and Students with Other Diagnoses?
Auteurs
Kristen Gillespie-Lynch
Nidal Daou
Rita Obeid
Siobhan Reardon
Spogmay Khan
Emily J. Goldknopf
Publicatiedatum
05-06-2020
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-020-04556-7

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