Feeling intimidated and uncomfortable: Established and exacerbated educational inequities experienced by black parents of autistic children

Abstract

AbstractThere are clear racial disparities that impact the education system. To capture the educational experiences of family members of Black autistic children as compared to white autistic children in the United States (US), a mixed methods design was implemented and included semi‐structured interviews with family members of children between the ages of 5–12 who participated in a survey. The survey responses were used as attribute data. Twenty‐nine interviews were conducted with parents of school‐age autistic children. Findings from this study highlight challenges experienced by parents including education service use and engagement during the COVID‐19 pandemic, engaging with school personnel, and securing accommodations. The findings from this study illuminate the disparities experienced by Black parents of autistic children directly reported by the parents themselves in comparison to white parents. The themes elucidated in this study have implications for policy, practice, and research to ensure equity in educational settings for Black autistic students and their families.