Faculty as Agents of Intersectional Support for Autistic, Gender, and Sexual Minorities
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| Title: | Faculty as Agents of Intersectional Support for Autistic, Gender, and Sexual Minorities |
|---|---|
| Language: | English |
| Authors: | Reva Mathieu (ORCID |
| Source: | Intervention in School and Clinic. 2026 61(5):247-255. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Teacher Role, Autism Spectrum Disorders, Minority Group Students, LGBTQ People, College Students, Student Needs, Inclusion, Sense of Belonging, Safety, Access to Education, Barriers, Attitudes toward Disabilities, Social Bias, Advocacy, Language Usage |
| DOI: | 10.1177/10534512261422594 |
| ISSN: | 1053-4512 1538-4810 |
| Abstract: | Higher education institutions (HEIs) are increasingly tasked with meeting the needs of students who hold intersecting identities. Although research has explored support for lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ+) students and autistic students separately, little attention has been given to faculty-level support for individuals who identify as both within HEIs. Because of their direct involvement in students' academic and personal development, faculty are uniquely positioned to support autistic LGBTQ+ students as they navigate barriers, challenges, and stressors throughout their educational experiences. This article uses a critical narrative review to identify existing research that discuss the barriers, challenges, and stressors faced by each group. Findings are interpreted through a social relational model of disability and frameworks of intersectionality and psychological safety. Practical, faculty-level strategies to promote inclusion and supportive classroom environments for autistic LGBTQ+ students in HEIs are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503181 |
| Database: | ERIC |
| Abstract: | Higher education institutions (HEIs) are increasingly tasked with meeting the needs of students who hold intersecting identities. Although research has explored support for lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ+) students and autistic students separately, little attention has been given to faculty-level support for individuals who identify as both within HEIs. Because of their direct involvement in students' academic and personal development, faculty are uniquely positioned to support autistic LGBTQ+ students as they navigate barriers, challenges, and stressors throughout their educational experiences. This article uses a critical narrative review to identify existing research that discuss the barriers, challenges, and stressors faced by each group. Findings are interpreted through a social relational model of disability and frameworks of intersectionality and psychological safety. Practical, faculty-level strategies to promote inclusion and supportive classroom environments for autistic LGBTQ+ students in HEIs are discussed. |
|---|---|
| ISSN: | 1053-4512 1538-4810 |
| DOI: | 10.1177/10534512261422594 |
