Date of Award

1-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College of Humanities and Social Sciences

Department/Program

Psychology

Thesis Sponsor/Dissertation Chair/Project Chair

Sally L. Grapin

Committee Member

Erin Kang

Committee Member

Sam Coyle-Eastwick

Committee Member

Shereen Naser

Abstract

Black and Latine college students with disabilities navigate higher education at the intersection of racism and ableism, yet their experiences remain underexamined. Autism and ADHD are particularly underrepresented in research and public discourse; moreover, unlike other disability categories in which students of color are overrepresented, Black and Latine children are less likely than white children to be accurately identified, and both disabilities are often framed around white prototypes. Guided by Disability Critical Race Theory, the present exploratory qualitative study used semi-structured interviews with ten undergraduates identifying as Black and/or Latine and with ADHD and/or on the autism spectrum attending a large Hispanic-Serving Institution. In particular, this study examined how these students experienced marginalization, the messages they encountered about their intersecting identities, and how they resisted dominant narratives. Using reflexive thematic analysis, five interconnected themes were constructed: 1) Students encountered systemic exclusion in higher education that mirrored prior K-12 experiences and eroded trust; 2) Intersecting assumptions about race, ethnicity, disability, and gender shaped who was believed about their ADHD or autism, producing persistent skepticism and invalidation; 3) Students managed risks of self-expression by limiting disclosure, modifying social engagement, and managing personal presentation; 4) Students reclaimed narrative agency by affirming their multidimensional identities and resisting deficit-based, narrow representations; 5) Supportive peers, faculty, and institutional practices fostered connections, empowerment, and belonging, highlighting the critical role of relational and community-based support. Findings underscore the need for postsecondary institutions to implement culturally responsive, inclusive supports for neurodivergent students of color and call for future research to continue adopting intersectional frameworks, explore diverse institutional contexts, and examine how students enact individual and collective forms of resistance amid shifting sociopolitical landscapes.

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