Experiences of Autistic College Students Misperceived as Neurotypical
Location
Bent Corridor, Science Center
Document Type
Poster - Open Access
Start Date
5-1-2026 12:00 PM
End Date
5-1-2026 2:00 PM
Abstract
College is an important developmental context for autistic students, presenting opportunities and challenges. Studies suggest navigating relationships can be difficult (Flegenheimer & Scherf, 2022). “Masking” is motivated by a desire to fit in; however, it can result in multiple struggles (e.g., Atkinson et al., 2025). While research on behaving in ways that appear neurotypical (i.e., “masking”) has proliferated (Libsack et al., 2021), studies have not yet focused on the experience of being misperceived as neurotypical.
The objective of the current study was to understand how being misperceived as neurotypical shapes the lived experiences of autistic college students. We used Interpretive Phenomenological Analysis (IPA; Smith & Nizza 2006), an inductive qualitative method to explore individual meaning-making and contextualized experiences. Semi-structured interviews were conducted with four autistic college students. The small sample size is in line with IPA’s idiographic commitment, allowing in-depth analysis before conducting cross-case comparisons.
Results indicated participants found the “blank slate” of college liberating yet contributing to misperception; masking both alleviated and worsened feelings of misunderstanding; and felt pain both from not adhering to neurotypical standards and from being misperceived when masking. Misperception made it challenging for participants to receive accommodations from professors. Questions about personal identity arose in participants who frequently felt misperceived.
Our research adds to masking literature by suggesting that the experience of being misperceived as neurotypical can be a point of struggle. Our results suggest that it is important that neurotypical peers and educators understand and accommodate students who may not “appear” neurodivergent. This study contributes to research that centers autistic voices and describes the practical implications of current accessibility and diversity systems in higher education.
Keywords:
Autism, Qualitative research, Neurodivergence, College experience
Recommended Citation
Daley, Connor; Gilligan, Catherine; and Godon-Decoteau, Danielle, "Experiences of Autistic College Students Misperceived as Neurotypical" (2026). Research Symposium. 5.
https://digitalcommons.oberlin.edu/researchsymp/2026/posters/5
Major
Psychology; History
Project Mentor(s)
Danielle Godon-Decoteau, Psychology
2026
Experiences of Autistic College Students Misperceived as Neurotypical
Bent Corridor, Science Center
College is an important developmental context for autistic students, presenting opportunities and challenges. Studies suggest navigating relationships can be difficult (Flegenheimer & Scherf, 2022). “Masking” is motivated by a desire to fit in; however, it can result in multiple struggles (e.g., Atkinson et al., 2025). While research on behaving in ways that appear neurotypical (i.e., “masking”) has proliferated (Libsack et al., 2021), studies have not yet focused on the experience of being misperceived as neurotypical.
The objective of the current study was to understand how being misperceived as neurotypical shapes the lived experiences of autistic college students. We used Interpretive Phenomenological Analysis (IPA; Smith & Nizza 2006), an inductive qualitative method to explore individual meaning-making and contextualized experiences. Semi-structured interviews were conducted with four autistic college students. The small sample size is in line with IPA’s idiographic commitment, allowing in-depth analysis before conducting cross-case comparisons.
Results indicated participants found the “blank slate” of college liberating yet contributing to misperception; masking both alleviated and worsened feelings of misunderstanding; and felt pain both from not adhering to neurotypical standards and from being misperceived when masking. Misperception made it challenging for participants to receive accommodations from professors. Questions about personal identity arose in participants who frequently felt misperceived.
Our research adds to masking literature by suggesting that the experience of being misperceived as neurotypical can be a point of struggle. Our results suggest that it is important that neurotypical peers and educators understand and accommodate students who may not “appear” neurodivergent. This study contributes to research that centers autistic voices and describes the practical implications of current accessibility and diversity systems in higher education.
Notes
Presenters: Connor Daley and Catherine Gilligan