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  1. Free, publicly-accessible full text available April 25, 2025
  2. Background

    Despite 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.

    Results

    This 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.

    Conclusion

    These 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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    Free, publicly-accessible full text available December 19, 2024
  3. Recent studies have suggested a link between attention deficit hyperactivity disorder (ADHD) and increased creativity and ingenuity. Clinical work suggests that individuals with ADHD generally gravitate toward exploratory rather than exploitative thinking. Yet, these theories have not been tested in the field. This paper is a case study of a transformative undergraduate summer research program that allows engineering students with ADHD to spend 10 weeks in engineering labs at a research-intensive (R1) university. The program intends to show that students with ADHD can excel in engineering and STEM fields when placed in research environments that align with their natural cognitive processes and preferences. Using an interpretative phenomenological analysis (IPA) on post-program participant interviews, this paper suggests that engineering students with ADHD perceive that they learn more effectively when given the opportunity to explore academic material via hands-on research. The traditional structure of STEM education, with its focus on lectures and rigid curricula, causes significant harm to these students, leading to struggles, anxiety, and even thoughts of dropping out. In contrast, the research environment appears to foster creativity and motivation in students with ADHD, as it allows for exploration, provides real-world problem-solving opportunities, and offers tangible, hands-on experiences. This paper highlights the need for a paradigm shift in engineering pedagogy to better engage with and retain this neurodiverse student population and fully harness their creative potential.

     
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  4. Introduction

    Despite 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 methods

    In 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.

    Results

    The 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.

    Discussion

    The 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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  5. While a large body of literature suggests that students with Attention Deficit Hyperactivity Disorder (ADHD) possess significant creative and risk-taking potential, they remain highly underrepresented in engineering programs. High school students with ADHD have significantly lower GPAs and are over eight times more likely to drop out than their peers without ADHD, which makes them significantly less likely to enter college engineering programs. To support the development of a more diverse engineering pipeline, this work summarizes outreach efforts to high school and middle school students with ADHD with the intention of boosting self-esteem and increasing interest in engineering. 
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