Building Belonging for Multiply Marginalized Neurodivergent Students in STEM Higher Education
Conference
Bonnette, R, Abramovich, S, Decker, A et al. (2023). Building Belonging for Multiply Marginalized Neurodivergent Students in STEM Higher Education
. 870-873.
Bonnette, R, Abramovich, S, Decker, A et al. (2023). Building Belonging for Multiply Marginalized Neurodivergent Students in STEM Higher Education
. 870-873.
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.
