Keywords
autism spectrum disorder; first-generation students; higher education; intersectionality; college adjustment; masking
Abstract
The purpose of the current study is to investigate how first-generation students on the autism spectrum adjust to higher education compared to their continuing generation and neurotypical peers through the lens of intersectionality. Previous research has studied how first-generation students and autistic students transition into college environments, but little research has explored how these identities intersect and affect college adjustment.
For this study, 189 undergraduate students completed a survey that measured different dimensions of college adjustment, such as academic motivation, self-efficacy, and current life satisfaction. ANOVA tests showed that there was no significant interaction between first-generation status and autism status on the different adjustment scales. Correlational analyses indicated that masking behavior was negatively associated with self-efficacy and life satisfaction but positively associated with academic motivation. A significant moderation effect showed that masking was linked to increased academic motivation among first-generation students only.
These findings illustrate that autistic students are as academically motivated as their neurotypical peers. Furthermore, masking appears to help support academic motivation while negatively impacting confidence and general life satisfaction. Future research could expand on the scope of this study with a larger and more diverse sample, along with utilizing qualitative methods to identify adjustment struggles that surveys are more likely to overlook.
Thesis Completion Year
2026
Thesis Completion Semester
Spring
Thesis Chair
Neal, Raymonde
College
College of Sciences
Department
Department of Psychology
Thesis Discipline
Psychology
Language
English
Access Status
Open Access
Length of Campus Access
None
Campus Location
Orlando (Main) Campus
STARS Citation
Cumba, Paris J., "The Adjustment of Autistic First-Generation Students to Higher Education" (2026). Honors Undergraduate Theses. 544.
https://stars.library.ucf.edu/hut2024/544
Included in
Developmental Psychology Commons, Disability Studies Commons, Multicultural Psychology Commons, School Psychology Commons, Social Psychology Commons
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