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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 0000-0003-2100-0141), J. Daniel Thomas, Kayla Perfetto
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
FullText Text:
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  Data: Faculty as Agents of Intersectional Support for Autistic, Gender, and Sexual Minorities
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  Data: <searchLink fieldCode="AR" term="%22Reva+Mathieu%22">Reva Mathieu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2100-0141">0000-0003-2100-0141</externalLink>)<br /><searchLink fieldCode="AR" term="%22J%2E+Daniel+Thomas%22">J. Daniel Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Kayla+Perfetto%22">Kayla Perfetto</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Intervention+in+School+and+Clinic%22"><i>Intervention in School and Clinic</i></searchLink>. 2026 61(5):247-255.
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  Data: 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
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  Data: Y
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  Data: 9
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink>
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  Data: 10.1177/10534512261422594
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  Data: 1053-4512<br />1538-4810
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: EJ1503181
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        Value: 10.1177/10534512261422594
    Languages:
      – Text: English
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      Pagination:
        PageCount: 9
        StartPage: 247
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: LGBTQ People
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      – SubjectFull: College Students
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      – SubjectFull: Student Needs
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      – SubjectFull: Inclusion
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Safety
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      – SubjectFull: Access to Education
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      – SubjectFull: Barriers
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      – SubjectFull: Attitudes toward Disabilities
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      – SubjectFull: Social Bias
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      – SubjectFull: Advocacy
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      – SubjectFull: Language Usage
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    Titles:
      – TitleFull: Faculty as Agents of Intersectional Support for Autistic, Gender, and Sexual Minorities
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            NameFull: J. Daniel Thomas
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