Autism and Academic Interest: Presence and Acceptance of Autism Spectrum Disorder among Princeton University Students

Abstract

More high-functioning autistic individuals are aiming to earn degrees in higher education than ever before. This study aimed to explore the educational experience of individuals with autism or who exhibit autistic-like behaviors on a college campus. Specifically, this study measured the presence of autistic traits and behaviors across different academic disciplines in the undergraduate population at Princeton University, and explored the openness and acceptance of these behaviors. A questionnaire was distributed to 1,200 students that included the Autism Spectrum Quotient and an Openness Scale to assess these measures. A total of 256 students responded to the survey. Ultimately, students studying mathematical science or engineering majors demonstrated significantly higher scores on the Autism Spectrum Quotient than students studying humanities or social science majors. There were no significant differences observed in openness and attitude toward autistic behaviors across these academic disciplines. Future research and the implication of these results are discussed.