Date of Conferral

8-13-2026

Date of Award

August 2026

Degree

Ph.D.

School

Psychology

Advisor

Kerri Nottingham

Abstract

Cisgender women with autism remain underrepresented in research on postsecondary education and career development despite experiencing distinct barriers within these systems. This qualitative study examined how cisgender women with autism perceived the impact of their postsecondary education experiences on career choices and employment navigation. Guided by the social model of disability and intersectionality theory, nine postsecondary participants formally diagnosed with autism and who self-identified as cisgender completed semistructured interviews exploring their educational and employment experiences. Thematic analysis identified seven interconnected themes. Findings indicated that academic success often masked significant internal distress, suggesting that performance did not reflect accessible environments. Participants described navigating postsecondary systems characterized by unspoken expectations, inconsistent supports, and reliance on self-advocacy, often compounded by late diagnosis, while transitions to employment were frequently unclear and disconnected from academic preparation. Workplace sustainability was shaped by structural factors such as unclear expectations, sensory demands, and concerns about disclosure, while flexible and open-minded environments were experienced as more supportive. Despite these challenges, participants demonstrated increased self-awareness and career reorientation and identified opportunities for system-level improvement. Recommendations include improving transparency in postsecondary expectations, enhancing access to supports, and developing inclusive workplace practices. These findings support positive social change by informing more inclusive systems that promote equity and long-term sustainability for cisgender women with autism.

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