Pride and Prevalence: A Commentary on Supporting Black Autistic Youth in an Age of Anti-Science and Anti-Diversity Rhetoric and Practice
Abstract
Despite improved identification of Black Autist Youth (BAY) according to the Centers for Disease Control and Prevention’s (CDC), support needs have become increasingly important in the face of governmental administration that is anti-science and anti-diversity. Anti-science rhetoric and practices from the current administration includes renewing public skepticism regarding the effectiveness of vaccines and purporting that vaccines may cause autism. The anti-diversity stances have resulted in an attack on all things related to diversity, equity, and inclusion (DEI). These positions only mean to increase the risk of BAY in daily life. The questions of who can support BAY and how can they be supported is under assault as evidenced by public discourse, national rhetoric, and government action. This commentary provides context regarding the prevalence of BAY, the potential effects of the current anti-science and anti-diversity rhetoric, and ways to support BAY through resistance and resolution.
Contributor Notes
Author Bio
Nicole Anthony, PhD, is an assistant professor of Special Education at Coppin State University in Baltimore, MD. Her research includes career trajectories and postsecondary outcomes for autistic students of color, culturally affirming, social communication interventions that center Black autistic adolescents and their families, and dismantling the school to prison pipeline for children of color with disabilities by decriminalizing disability.
Ja’Toria Palmer is a 5-year doctoral candidate at Indiana University-Bloomington, currently completing her internship at the University of Tennessee Health Science Center. During her internship, she is training with the Center on Developmental Disabilities, Le Bonheur Children’s Hospital, and St. Jude Children’s Research Hospital. Her research focuses on culturally responsive assessment and intervention, with particular attention to reducing disparities in early autism diagnosis and improving access to services for Black children and their families.
Carmen Caruthers, PhD, is a clinical assistant professor and psychologist at The TEACCH Autism Program and UNC School of Medicine (Department of Psychiatry). Her clinical work and research interests center on the application of structured TEACCHing strategies to the treatment of pediatric feeding disorders. She is also passionate about equitable access to diagnostic and specialty treatment services for Black autistic individuals.
Jamie N. Pearson, PhD, is an associate professor of Special Education and Educational Equity at North Carolina State University. Dr. Pearson’s community—engaged research focuses on: (a) disparities in autism identification, service access, and service utilization, (b) the impact of caregiver advocacy and empowerment training on child and family outcomes, and (c) strategies to promote positive caregiver—professional partnerships between educators, service providers, and historically marginalized communities.
Master Brown is a PhD student in Special Education at Penn State University. His research explores the impact of teacher implicit biases on disciplinary and intervention decisions for students with Emotional and Behavioral Disorders, with particular attention to racial disparities. He is dedicated to advancing culturally affirming practices for neurodivergent youth, promoting health equity through community-based initiatives, and shaping policies that decriminalize disability while expanding opportunities for historically marginalized populations.
Jonte’ C. Taylor (J. T.), PhD, is an associate professor of Special Education at Pennsylvania State University (Penn State). His research includes evaluating innovative classroom practices, culturally inclusive pedagogies, and practices, and improving school/classroom climates for students, families, and teachers.
