“Who am I? More than autism!” Race, Ethnicity, Culture and Autism: An auto/biographical unpacking of intersectional identities among Black British children and young people with autism in English special schools

Abstract

The nexus between race, ethnicity, culture, identity and autism is a significantly under-researched area. Moreover, studies that explore the depth of Black British children and young people’s experiences and others at the intersection of special needs education in England is equally underexplored, despite large numbers of children and young people from Black Caribbean and African backgrounds (by birthright or ancestry) populating special schools. A crucial gap currently exists in English research that examines how children and young people with autism from Black backgrounds understand their racial, ethnic and cultural identities, and how these identities are influenced by home and school. This research study is made up of two parts. The first involves auto/biographical accounts of my life as the mother of a young Black British man with autism, as well as my experiences as a special needs’ educator. The second part of this critical work is an investigation into the intersections of racial, ethnic and cultural identities among Black British children/ young people with autism attending English special schools. This qualitative study utilises data from over 40 semi-structured interviews to gather the first-hand experiences of those who can provide such insight and information to help better close this gap. They are Black British children/ young people with autism, their families and educators, exposing how the intersected characteristics of race, ethnicity and culture influence identity among children/ young people with autism in England. Key findings from the study include Black British children/ young people with autism can understand their multiple identities; implicit and explicit ethnic-racial socialisation takes place predominately in the home; children and their families have experienced combined racism and ableism in special schools and other settings; and special school staff have experienced and witnessed racism in their provisions. Findings from this research have implications on special education in England.