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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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The impact of visual and auditory distractions on the performance of neurodiverse students in virtual reality (VR) environments
Abstract Ambient environmental stimuli may impact how a student is or is not able to apply themselves in cognitive and educational tasks. For neurodivergent learners, these barriers can be compounded as they may be more likely to attend to task-irrelevant ambient noise. The affordances of new systems, such as virtual reality (VR), could be useful for allowing neurodivergent students more deliberate control over what information they experience and what information they do not. This study seeks to explore the dynamics of attention in VR environments. To address this, participants were asked to perform a number of visual search tasks in VR to assess the impact of both visual and auditory distractions on speed and accuracy markers. Results indicate a differential impact of background noise on the performance of neurotypical and neurodivergent participants. Potential benefits to neurodiverse populations and design recommendations in this emerging space are discussed.
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- Award ID(s):
- 2005447
- PAR ID:
- 10514369
- Publisher / Repository:
- Springer Nature
- Date Published:
- Journal Name:
- Virtual Reality
- Volume:
- 28
- Issue:
- 1
- ISSN:
- 1359-4338
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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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.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.1007/s10055-023-00933-6
