Power, Prescription, and Postpositivism: Considerations for collecting and representing neurodiversity demographic information in physics education research

TL;DR

This paper examines current neurodiversity demographic data collection practices in physics education research, highlighting issues of authenticity and consistency, and advocates for an inclusive, participant-centered framework.

Contribution

It provides a thematic analysis of existing practices and calls for a new framework that emphasizes participant autonomy and standardized reporting.

Findings

Identified widespread discrepancies in demographic data collection methods.

Highlighted limitations of prescriptive diagnosis-based reporting.

Advocated for a participant-centered, inclusive approach to demographic data collection.

Abstract

Demographic data collection is essential in education research, as demographic data allows researchers to better describe the participant population they study and to contextualize findings. However, current research practices for neurodiversity demographics often rely on prescriptive methods (e.g., requiring participants to report official diagnoses) rather than allowing participants to self-identify. This approach can: a) not allow participants to express their intersecting identities in ways that are authentic; and b) limit trustworthiness and reliability of the data and interpretation. In addition, inconsistent dissemination and representation of demographic data across studies hinder the accessibility and usability of this work. Through a literature review of neurodivergent student experiences with learning and performing STEM, we identified widespread discrepancies in how demographic information is collected and reported. This paper explores how neurodivergent identities can be more accurately and inclusively represented in education research. We present findings of a thematic analysis on the ways neurodivergent demographic data collection is done in the literature using data from a systematic literature review on neurodivergent science, technology, engineering, and mathematics (STEM) learning and performance. We call on the PER community to contribute to the development of a framework that centers participant autonomy while supporting clarity, consistency, and future research use.