Academic Preferences and Performance of Post-Secondary Students with Autism: A Comparative Analysis

Purpose: A substantial body of literature has investigated the barriers Autism Spectrum Disorder (ASD/Autism/Autistic) students face in graduating from post-secondary institutions. Previous studies have reported Autistic students struggle in social integration, academic engagement, and retention. However, most relevant research utilized self-report surveys. Therefore, this study employed a novel methodology to address some limitations of survey research. The overarching research question was “How do the academic profiles of Autistic students registered with the institution’s accessibility office compare to the preferences and performance of their peers in the same degree program?”Methods: This research highlights a collaboration between the Department of Research and Effectiveness (DRE) and Student Accessibility Office (SAO) at a 2-year community college in the southeastern U.S. The DRE provided data from institutional transcripts regarding students enrolled in all Associate of Science (AS) degree programs from Fall 2020 to Spring 2024 (N = 2,488 students). The SAO identified records of Autistic students (n = 26) and removed all personally identifying data. The final dataset (N = 731 students) used for analyses was reduced to include only AS degree pathways that were common to both SAO-registered Autistic students and their peers. Outcome variables analyzed included student major, GPA, and credit completion ratios.Results: The data indicated that SAO-registered Autistic students’ trend toward majors such as Computer Programming (27%), Movie Production (27%), and Graphic Design (19%) degree pathways. Inferential statistics revealed Autistic students who are registered with the College’s SAO performed on par in GPA with their peers and outperformed them in the Computer Programming/Networking pathway. Additionally, credit completion ratios were comparable between the two groups with Autistic students statistically higher than their peers in Movie Production. Conclusion: This study demonstrated that Autistic students with access to federally mandated institutional supportive accommodations academically perform on par with their peers. Autistic students’ distinct preference for certain majors, along with strong performances in fields like Computer Programming/Networking and Movie Production, highlight opportunities for institutional program development and advising. Further, this data supports the institution’s efforts to provide equitable access that leverages the unique strengths and interests of students with disabilities.