This research paper explores the experiences of Black women with autism in college by adopting a framework of intersectionality. The paper specifically examines self-advocacy within these women and the impact that their intersecting identities may have on their ability to self-advocate. The development of self-advocacy skills in students with disabilities is crucial for their academic achievement in college, and students with autism face specific challenges in navigating the transition into post-secondary institutions. However, students with disabilities face challenges in developing self-advocacy skills due to the stigma surrounding disability and the need for self-realization and awareness. Black women with autism face additional challenges in self-advocacy due to the intersection of their marginalized identities, including racism, sexism, and ableism. The study will use a qualitative approach, collecting data through interviews and open-ended surveys with participants who are diagnosed with autism and pursuing an associate's or bachelor's degree. The goal of this study is to determine the specific needs of Black women with autism as well as uncover the challenges and barriers they face at post-secondary institutions rooted in systemic oppression, such as racism, sexism, and ableism.

Faculty Advisor

Charles Choi

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