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IntroductionDespite efforts to increase the participation of marginalized students in Science, Technology, Engineering, and Mathematics (STEM), neurodivergent students have remained underrepresented and underserved in STEM graduate programs. This qualitative study aims to increase understanding of the experiences of neurodivergent graduate students pursuing advanced degrees in STEM. In this analysis, we consider how common graduate school experiences interface with the invisibility of neurological diversity, thus contributing to a set of unique challenges experienced by neurodivergent students. Materials and methodsIn this qualitative study, 10 focus group sessions were conducted to examine the experiences of 18 students who identify as neurodivergent in graduate STEM programs at a large, research-intensive (R1) university. We used thematic analysis of the transcripts from these focus groups to identify three overarching themes within the data. ResultsThe findings are presented through a novel model for understanding neurodivergent graduate STEM student experiences. The findings suggest that students who identify as neurodivergent feel pressure to conform to perceived neurotypical norms to avoid negative perceptions. They also may self-silence to maintain stability within the advisor-advisee relationship. The stigma associated with disability labels contributes a heavy cognitive and emotional load as students work to mask neurodiversity-related traits, navigate decisions about disclosure of their neurodivergence, and ultimately, experience significant mental health challenges and burnout. Despite these many challenges, the neurodivergent graduate students in this study perceived aspects of their neurodivergence as a strength. DiscussionThe findings may have implications for current and future graduate students, for graduate advisors who may or may not be aware of their students’ neurodivergence, and for program administrators who influence policies that impact the wellbeing and productivity of neurodivergent students.
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Writing experiences of neurodiverse students in graduate STEM programs
BackgroundDespite efforts to increase the participation of marginalized students, neurodivergent students remain underrepresented in graduate STEM programs. Prior research shows that these students often experience challenges related to key aspects of writing. The objective of this qualitative study is to deepen understanding of the writing experiences, strengths, and challenges of neurodivergent students pursuing graduate degrees in STEM fields. In this analysis, we consider the factors that influence the writing-specific challenges faced by neurodivergent students in graduate STEM programs. This work also explores how neurodivergent students leverage strengths and strategies for success in graduate-level writing tasks. ResultsThis qualitative study draws on Social Cognitive Theory (SCT) to consider the ways cognitive, behavioral, and environmental factors impact writing experiences. We used thematic analysis of the transcripts from 13 focus groups and 1 interview to examine the writing experiences of 31 students who identify as neurodivergent in graduate STEM programs. The findings suggest that many writing challenges faced by neurodivergent graduate students are behaviors and beliefs that emerge in response to environmental factors such as the culture of STEM fields, prior experiences with writing assignments, anxiety driven by intensive feedback cycles, and perceived and experienced stigma. Study participants employed a range of collaborative and situational strategies to support and enhance their writing productivity. ConclusionThese findings may provide insight for current and future neurodivergent graduate students as they adjust to the intense writing demands of graduate degree programs and for graduate program administrators and faculty advisors as they consider new ways to support the academic success of neurodivergent graduate students.
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- Award ID(s):
- 2105721
- PAR ID:
- 10502905
- Publisher / Repository:
- Frontiers
- Date Published:
- Journal Name:
- Frontiers in Education
- Volume:
- 8
- ISSN:
- 2504-284X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/feduc.2023.1295268
