[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599116-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599116-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","i-feel-like-they-are-all-interconnected-understanding-the-identity-management-narratives-of-autistic-lgbtq-college-students","I FEEL LIKE THEY ARE ALL INTERCONNECTED - UNDERSTANDING THE IDENTITY MANAGEMENT NARRATIVES OF AUTISTIC LGBTQ COLLEGE STUDENTS","","Research examines marginalization and community-building among autistic and LGBTQ college students, yet limited work addresses how autistic LGBTQ students understand and manage multiple identities. Using narrative inquiry, the study explored eight college students’ sense-making in higher education through a reconceptualized multiple-dimensions identity framework. Findings show students prioritized salient identities by context, managed identity visibility, and described challenges engaging in LGBTQ and/or autistic communities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/i-feel-like-they-are-all-interconnected-understanding-the-identity-management-narratives-of-autistic-lgbtq-college-students/599116/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/i-feel-like-they-are-all-interconnected-understanding-the-identity-management-narratives-of-autistic-lgbtq-college-students/599116.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research gap does the study address?","Question",{"text":63,"@type":64},"The study addresses the lack of research focused specifically on how autistic LGBTQ college students understand and manage their multiple identities in higher education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the researchers study identity management?",{"text":68,"@type":64},"They used narrative inquiry and a reconceptualized model of multiple dimensions of identity to interpret how eight students made sense of their identities.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings about how students manage identities?",{"text":72,"@type":64},"Students prioritized salient identities depending on context, managed the visibility of those identities, and reported challenges participating in LGBTQ and/or autistic communities.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599116,1792161170,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","“I FEEL LIKE THEY ARE ALL INTERCONNECTED” : UNDERSTANDING THE IDENTITY MANAGEMENT NARRATIVES OF AUTISTIC LGBTQ COLLEGE STUDENTS  \nRyan A. Miller  \nUniversity of North Carolina at Charlotte  \nBrett Ranon Nachman  \nUniversity of Wisconsin-Madison  \nRichmond D. Wynn  \nUniversity of North Florida  \nResearch on both autistic and LGBTQ college students has uncovered themes of marginalization, selective disclosure, and efforts to build community and resist oppression. However, little work has focused on autistic LGBTQ college students and how they understand and manage their multiple identities. To address this gap, we used narrative inquiry to understand how eight college students who identified as both autistic and LGBTQ navigated higher education. We used the reconceptualized model of multiple dimensions of identity as a framework to understand how students made sense of their identities. Our findings indicated these students prioritized salient identities based on context, managed the visibility of identities, and expressed challenges in participating in LGBTQ and/or autistic communities.  \nPlease direct inquires about this manuscript to: Ryan A. Miller, [mill113@uncc.edu](mill113@uncc.edu)  \nCollege Student Affairs Journal, Volume 38(1), pp. 1-15 ISSN 2381-2338  \nCopyright 2020 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n2 College Student Affairs Journal Vol. 38, No. 1, 2020  \nWe don’t really internalize a lot of the ideas regarding gender and sexuality that are considered to be normative, at least as easily as neurotypical people would. That’s why it’s quite common for people to be on the autism spectrum to be, for example, agender or gender-neutral identified because they never picked up gender socialization when they were younger. They’re just neutral or they don’t really consider themselves to be a gendered person.  \nAntonio, who shared how he made meaning of his multiple marginalized identities, is just one of many college students part of both the autistic and LGBTQ communities whose voices have long been siloed or silenced. Depictions of autistic college students in the literature are both emergent and often portray autism solely as a deficit (e.g., Cox et al., 2017) . Research addressing LGBTQ college students has gained momentum (e.g., Singh, Meng, & Hansen, 2013; Vaccaro & Mena, 2011), and shifted away from exclusively highlighting the difficulties students face in college to acknowledging triumphs LGBTQ students experience and connections they build (e.g., Nicolazzo, 2016b) . Most studies incorporating both autism and LGBTQ identities do so from a medical or biological standpoint and do not focus on college students (e.g., Dewinter, Vermeiren, Vanwesenbeeck, Lobbestael, & Van Nieuwenhuizen, 2015; Jacobs, Rachlin, Erickson-Schroth, & Janssen, 2014) . Therefore, there is a need to explore how autistic LGBTQ college students understand and manage their identities.  \nThis narrative inquiry study aimed to address one primary research question: How do autistic LGBTQ college students make meaning of their multiple social identities and how they manage and express these identities, particularly autistic and LGBTQ identities?  \nRelevant Literature  \nWe drew upon research about autistic college students, LGBTQ college students, and autistic LGBTQ individuals to inform our understandings of autistic LGBTQ students and, in particular, identity management and disclosure decisions.  \nAutistic College Students  \nMore autistic college students are entering higher education, particularly at two-year colleges (Snyder, de Brey, & Dilow, 2016) . These students possess unique attributes, such as hyperfocus and social anxiety (Van Hees, Moyson, & Roeyers, 2015), which are occasionally heightened by co-occurrence with depression and anxiety (Hastwell, Martin, Baron-Cohen, & Harding, 2012) . These attributes place a toll on autistic students who continually question their speech and eng","cbCais5oBSbY1GZq","https://ap.wps.com/l/cbCais5oBSbY1GZq","pdf",216646,15,"English","# Introduction\n## Relevant Literature\n### Autistic College Students\n# Methods and Findings\n## Identity salience and visibility management\n## Challenges in LGBTQ and/or autistic communities","[{\"question\":\"What research gap does the study address?\",\"answer\":\"The study addresses the lack of research focused specifically on how autistic LGBTQ college students understand and manage their multiple identities in higher education.\"},{\"question\":\"How did the researchers study identity management?\",\"answer\":\"They used narrative inquiry and a reconceptualized model of multiple dimensions of identity to interpret how eight students made sense of their identities.\"},{\"question\":\"What were the main findings about how students manage identities?\",\"answer\":\"Students prioritized salient identities depending on context, managed the visibility of those identities, and reported challenges participating in LGBTQ and/or autistic communities.\"}]","I FEEL LIKE THEY ARE ALL INTERCONNECTED - UNDERSTANDING THE IDENTITY MANAGEMENT NARRATIVES OF AUTISTIC LGBTQ COLLEGE STUDENTS | PDF",1792088197,38]