Experiences of neurodivergent students in graduate STEM programs
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 t...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-06-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1149068/full |
| _version_ | 1797803687399129088 |
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| author | Connie Mosher Syharat Connie Mosher Syharat Alexandra Hain Arash E. Zaghi Rachael Gabriel Catherine G. P. Berdanier |
| author_facet | Connie Mosher Syharat Connie Mosher Syharat Alexandra Hain Arash E. Zaghi Rachael Gabriel Catherine G. P. Berdanier |
| author_sort | Connie Mosher Syharat |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-13T05:24:39Z |
| format | Article |
| id | doaj.art-cbd5995b85d54307bbe3fb07cc52ae1a |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-13T05:24:39Z |
| publishDate | 2023-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-cbd5995b85d54307bbe3fb07cc52ae1a2023-06-15T09:00:35ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-06-011410.3389/fpsyg.2023.11490681149068Experiences of neurodivergent students in graduate STEM programsConnie Mosher Syharat0Connie Mosher Syharat1Alexandra Hain2Arash E. Zaghi3Rachael Gabriel4Catherine G. P. Berdanier5Department of Civil and Environmental Engineering, University of Connecticut, Storrs, CT, United StatesDepartment of Curriculum and Instruction, University of Connecticut, Storrs, CT, United StatesDepartment of Civil and Environmental Engineering, University of Connecticut, Storrs, CT, United StatesDepartment of Civil and Environmental Engineering, University of Connecticut, Storrs, CT, United StatesDepartment of Curriculum and Instruction, University of Connecticut, Storrs, CT, United StatesDepartment of Mechanical Engineering, Pennsylvania State University, University Park, PA, United StatesIntroductionDespite 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1149068/fullneurodiversityADHDautismburnoutgraduate educationSTEM |
| spellingShingle | Connie Mosher Syharat Connie Mosher Syharat Alexandra Hain Arash E. Zaghi Rachael Gabriel Catherine G. P. Berdanier Experiences of neurodivergent students in graduate STEM programs Frontiers in Psychology neurodiversity ADHD autism burnout graduate education STEM |
| title | Experiences of neurodivergent students in graduate STEM programs |
| title_full | Experiences of neurodivergent students in graduate STEM programs |
| title_fullStr | Experiences of neurodivergent students in graduate STEM programs |
| title_full_unstemmed | Experiences of neurodivergent students in graduate STEM programs |
| title_short | Experiences of neurodivergent students in graduate STEM programs |
| title_sort | experiences of neurodivergent students in graduate stem programs |
| topic | neurodiversity ADHD autism burnout graduate education STEM |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1149068/full |
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