A Spectrum of Support: Parental Involvement in the Lives of Autistic College Students

Objective This study investigated how parents of autistic college students are involved in preparing their students for college and in their college lives, how their involvement is affected by student, family, and institutional characteristics, and how they balance their involvement with support for autonomy. Background Prior research on parental involvement in the lives of college students relies on samples of students without disabilities and, for the most part, characterizes high levels of parental involvement as problematic. Many autistic students require additional support to navigate the complex academic and social environments of college. This analysis fills a gap in our knowledge about parental involvement by focusing on this specific population of disabled students. Methods Twenty‐seven parents of autistic college students were interviewed. Transcripts were analyzed using an abductive approach, building on prior conceptualizations of parental involvement and social support while allowing for unique insights. Results Parental involvement varied in type and intensity depending on the student's needs and available supports from high schools and colleges. Most parents made intentional decisions about how to balance involvement with support for autonomy, especially when their students had high support needs and institutional supports were limited. Conclusion These results encourage a more expansive understanding of parental involvement among family researchers and encourage high schools and postsecondary institutions to provide more comprehensive supports for this population of students.