Understanding the Experiences of Neurodivergent Undergraduate Physicists Through Critical Disability Physics Identity

TL;DR

This study explores how neurodivergent undergraduate physicists develop their identities within a neurotypical culture, highlighting challenges, resource use, and the importance of supportive networks to foster inclusivity in physics education.

Contribution

It applies the Critical Disability Physics Identity framework to analyze neurodivergent physics students' lived experiences and identity development, offering new insights into intersectionality and inclusion.

Findings

Neurodivergent students face marginalization in physics culture

Supportive networks influence identity negotiation

Neurodivergent and physics identities intersect in complex ways

Abstract

As more neurodivergent students enter college, discussion on neurodiversity in higher education is gaining momentum. It is increasingly imperative that we understand how neurodivergent individuals construct their identities within the context of physics programs. Using hte Critical Disability Physics Identity framework, this study offers a nuanced analysis of the lived experiences and identity development of neurodivergent undergraduate physicists through the lens of resource use and political agency. By examining the phenomenon of neurodivergent undergraduate physics identity, we uncover the multifaceted dimensions of their lived experiences, including the marginalization caused by a neurotypical-normative culture, the negotiation of conflicting definitions of being a physicist, and the influence of supportive networks. Our findings shed light on the intersectionality of neurodivergent identity and physics identity, offering valuable insights to educators, researchers, and institutions committed to fostering inclusive learning environments. Ultimately, this research contributes to the ongoing dialogue on diversity, equity, inclusion, and justice within physics and higher education as a whole.