Work

Building Belonging for Multiply Marginalized Neurodivergent Students in STEM Higher Education

Year: 2023

Type: conference-paper

Abstract: Neurodivergent students often struggle with a sense of belonging, given barriers to self-advocacy, mental health, and social skills.This is even more challenging for multiply marginalized students, such women and people of color who are underrepresented in STEM programs.Exacerbating these problems is the dearth of effective professional development for helping STEM instructors better teach neurodivergent students.To prototype inclusive, effective training, we collected survey data from undergraduate STEM students about their experiences as neurodivergent students and what needs and recommendations they had for instructor practice.This short paper presents preliminary survey results and a theoretical curriculum approach for instructor professional development for neurodiversity in STEM.

Source: Proceedings.

DOI: 10.22318/icls2023.626912

Authors: Rachel Bonnette, Samuel Abramovich, Adrienne Decker, Gregory A. Fabiano

Institutions: Florida International University, University at Buffalo, State University of New York

Language: English

Topic: Disability Education and Employment

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: bronze

Funder: National Science Foundation