Journal of College & University Student Housing Vol. 47 No. 2 - 33

On-Campus Satisfaction of Students with Autism

answered. Each student's identity was coded
by their chosen pseudonym to maintain
confidentiality. Interviews lasted from 12 to
40 minutes (M = 23 minutes). The data were
collected in a private office setting. After each
session, the interview audio files were transcribed by a professional transcriptionist.
	
Data were analyzed using constant
comparative, inductive thematic analysis
(Creswell, 2007). Specifically, we employed
the phenomenological research data analysis method (Groenewald, 2004). This analysis consisted of evaluating interviewer
epoché and bracketing, isolating units of
meaning, clustering units of meaning into
categories to form themes, summarizing
each interview to reduce the information
to the most important items, and extracting
common themes from all interviews and
making a composite summary (Groenewald,
2004). To aid credibility, we utilized peer debriefing, an audit trail, a data organization
tool called Dedoose, and memoing (Lincoln
& Guba, 1985). Peer debriefing occurred
once one interview was completed so that we
could discuss responses and their richness
related to the primary research objective.
The audit trail, categories, and themes were
managed via Dedoose, which added trustworthiness. Finally, we utilized field notes
and memoing during and immediately after
interviews. This allowed us to produce rich,
thick narrative theme descriptions. Memos
also aided in the development of initial categories and themes.

LIMITATIONS
Although we believe the study design to be
sound, we note four limitations. Although
we took efforts to recruit a sample of students with a diverse range of experiences
and perspectives, our sample included only
seven students. Additionally, all of these par30

The Journal of College and University Student Housing

ticipants indicated that they were either satisfied or very satisfied with their on-campus
living experience. Because we were unable
to hear from students who reported being
dissatisfied, we could not indicate unfulfilled
expectations based on our chosen theoretical
framework.
	
The second limitation of the study is that
it is confined to only one institution with a
particular institutional type and geographic
location. Future research studies should investigate the experience and expectations of
students with ASD at different institutional
types (arts, small liberal arts, and community colleges) and within different housing
and residence life environments (traditional
housing, living-learning communities, and
residential colleges).
	
The third limitation relates to the transferability of the sample of participants. For
example, the sample included only White
participants and no first-generation college
students. Expectations may have been influenced by family and therefore may be different for first-generation college students.
Since all participants were White and the
research site was predominantly White, this
might have led to all participants reporting
that they were either satisfied or very satisfied
with their on-campus housing experience.
The research site is a Predominantly White
Institution and therefore likely centers this
racial demographic in its planning and execution, both intentionally and unintentionally.
	
Finally, the fourth limitation relates to
the purposive sampling criteria. Our screener question allowed for participants to identify on the autism spectrum while not limiting
them to a diagnosis. This flexibility might
open up more of a continuum of experiences
and expectations related to the purpose of the
present study. Future research may consider
other criteria for study inclusion.



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