Abstract/Statement
Peer mentoring is a common support service for autistic students in postsecondary education. This study explores the potential of peer mentoring as a space for autistic-centered connection and proposes a novel mentoring model, constellation mentoring, to enhance peer mentoring for this population. Constellation mentoring is informed by mentoring literature, critical disability praxis, and lived experiences of autistic community members to address limitations in existing mentoring programs. This article presents findings from the inaugural constellation mentoring program. Four autistic young adults who were past or present group members participated in focus group interviews about their experience. Researchers used reflexive thematic analysis to identify themes from student experiences. The three themes are Connection & Belonging, Identity & Self-Acceptance, and Being Mentored/Becoming Mentors. The article also presents steps to implement constellation mentoring as a collaborative group process. The goal of constellation mentoring is to empower autistic people as agents of change in their own lives and their communities. Implications of this research may enhance autistic-centered mentoring for autistic students in postsecondary education and beyond, and thus, may interest educators, administrators, disability service professionals, college autism professionals, autistic self-advocates, community members, and others.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Rottier, Helen; Pfingston, Ben; and Heller, Tamar
(2025)
"“I Learned How To Be More Autistic”: Experiences of Autistic-Centered Constellation Mentoring,"
Ought: The Journal of Autistic Culture: Vol. 7:
Iss.
1, Article 11.
DOI: 10.9707/2833-1508.1238
Available at:
https://scholarworks.gvsu.edu/ought/vol7/iss1/11