Uncovering Neurodivergent Graduate Student Experiences in STEM: Insights from Innovations in Graduate Education Team

Storrs, Connecticut

We are thrilled to announce the publication of "Experiences of Neurodivergent Students in Graduate STEM Programs" by Connie Mosher Syharat, INCLUDE Project Manager and PhD student in Curriculum and Instruction, along with Assistant Professor Alexandra Hain, Professor Arash E. Zaghi, Professor Rachael Gabriel, and Assistant Professor Catherine G. P. Berdainer.

The team's paper delves into the often overlooked experiences of neurodivergent students in graduate STEM programs. Through thorough qualitative research and analysis, they have uncovered valuable insights that enhance our understanding of the barriers and opportunities faced by this underrepresented group.

The findings of the IGE team's research shed light on the multitude of challenges neurodivergent students encounter during their academic journeys. The study emphasizes the pressure to conform to perceived neurotypical norms, the need for self-silencing to maintain relationships with advisors, and the significant cognitive and emotional burden of navigating the stigma associated with disability labels. However, the research also reveals that neurodivergent students perceive their unique neurodivergence as a strength.

As a department, we take great pride in the IGE team's outstanding research, which addresses critical gaps in our understanding of the experiences of neurodivergent students. Their findings will undoubtedly have a profound impact on current and future graduate students, advisors, and program administrators.

We extend our sincere congratulations to the IGE team for their groundbreaking research. We eagerly anticipate the far-reaching implications of their work.

You can read their work here