WASHINGTON — Sitting in her office, Dr. Shanter Alexander is surrounded by stacks of research papers and case studies. The school psychologist and assistant professor at Howard University is dedicated to creating inclusive spaces for neurodivergent students on the historic campus.
It is her belief that none exist and she wants to change that. Alexander is on a mission: to amplify the voices of Black students with autism and challenge the systemic barriers that have long hindered their diagnosis and support. Her path to advocacy is a very personal one. She witnessed closely how a cousin of hers struggled due to being misdiagnosed as a child.
“I have a family member—had a family member, he’s passed away now. I witnessed firsthand what it was like for a family with a child with autism to walk through the experience—the feelings of shame, the feelings of guilt. Was it my fault as a parent? Was it something related to the family? The lack of resources,” she said.
She recalls how the burden of stigma was even greater for her cousin, who was also deaf.
“With that double experience of disability within a Black culture, within a small community, just the weight of that stigmatization was real. At the time, we were not aware that it was autism. In fact, at the time he was misdiagnosed as having a cognitive disability,” she said. “Until later that was deemed to not be so. But as I learned more about autism and how it presents, that’s when I began to suggest to my family that perhaps he could have been evaluated.”
As a researcher herself, Dr. Alexander reflects on the deep-rooted stigmas surrounding autism diagnoses in Black communities.
“The phenomenon of social camouflaging tends to be very prominent with women and girls in general,” she said. “Particularly in the African American and Black communities, cultural expectations shape how females are expected to behave, which can lead to misdiagnosis or delayed diagnosis.”
Historically, autism research centers white males, leaving Black children—especially Black girls—largely out of the conversation. According to data from the Centers for Disease Control and Prevention (CDC), Black and Latinx children are now being diagnosed with autism at higher rates than their white peers for the first time, a shift largely due to more inclusive screening practices. Yet, these statistics only scratch the surface of a longstanding issue.
“Black children are more likely to be misdiagnosed with behavioral disorders like ADHD or even labeled as ‘defiant’ rather than being assessed for autism,” she said. “This misdiagnosis—or complete lack of diagnosis—means they don’t receive the support they need to thrive.”
The stigma surrounding mental health in Black communities further complicates the issue. Seeking psychological support is often perceived as a weakness, and the intersection of race, disability, and cultural pride can create significant barriers to care.
“Many Black families are taught to ‘pray it away’ or ‘push through,’” Alexander said. “And because of historical distrust in medical institutions, many don’t feel safe seeking help. But representation matters. When families see a clinician who looks like them and understands their experiences, they’re more likely to trust the process.”
The stigma around psychotherapy do not seem to be as prevalent in white communities as described by clinical psychologist at Howard, Dr. Lisa Moscatiello.
For Dr. Moscatiello, therapy was never taboo, it was a natural part of life. Growing up in a white middle-class household, she witnessed firsthand the benefits of psychotherapy when her mother sought treatment for childhood trauma.
“There was more stigma back then, you know, for white people also,” said Dr. Moscatiello. “But my mom became a much more reflective and serene person and better able to communicate with people. It was really clear to me that something had changed about her.”
Unlike many Black families who often faced cultural and systemic barriers to seeking mental health care, Dr. Moscatiello’s upbringing included an open dialogue about therapy. The transformation she saw in her mother shaped her own interest in psychology.
“In high school, I had a favorite teacher who was also a psychologist, and I became really interested in the subject,” she said. “At the time, a lot of movies and books in popular culture featured young people having transformative experiences in therapy.”
Alexander is determined to change the narrative. She envisions a future where Black and brown neurodivergent individuals are not just acknowledged but fully supported. Through her work at Howard, she is actively training the next generation of Black clinicians, researchers, and educators to better serve neurodivergent communities of color.
Alexander is conducting research actively on Howard’s campus to help curate peer groups and safe spaces for neurodivergent students.
“What I want to do is amplify the voices, and there’s no requirement where that individual has to even show their faces or even none of their real names will be used. It’s simply a matter of amplifying the voices so that it can be put into an official document that can be presented to student services for just creating a more new, affirming environment on campus,” said Alexander.
With the rise in autism diagnoses, Alexander is hopeful that the conversation around neurodiversity in Black communities will continue to evolve. Her ultimate goal? Eradicating ableism in the classroom and beyond, ensuring that every Black autistic child has access to the support they deserve.
“At Howard University, I want autistic students to feel like this is a safe space for them,” she said. “We’re not just talking about inclusion—we’re actively working to make it a reality.”
