Understanding Neurodivergent Physicists' Identity Development Through the Critical Disability Physics Identity Framework

Neurodivergent identity is characterized by non-normative sensory and cognitive differences. When immersed in neurotypical-normative environments such as a physics classroom, neurodivergent physics students often encounter marginalization and discouragement from pursuing careers in physics. This issue persists in workplace environments, where neurodivergent physics professionals face similar marginalization. Recognizing the need for greater understanding of neurodiversity issues in the classroom and the workplace, it is imperative for us, as researchers and educators, to delve into the experiences and identity development of neurodivergent physicists. The Critical Disability Physics Identity framework, developed and operationalized by McDermott, Mosley, and Cochran, serves as a valuable tool for comprehending how neurodivergent physicists forge their identity, exert political agency, and attain success in their field. By employing this framework, researchers can draw meaningful conclusions and formulate recommendations to foster the inclusion and support of neurodivergent physicists. In this presentation, I share key findings from my dissertation study, which explores the identity development of neurodivergent physicists across various career stages, sparking a crucial dialogue on how physicists and educators can enhance the inclusion, support, and meaningful access of these individuals in both academic and professional environments.