Exploring the Career Motivations, Strengths, and Challenges of Autistic and Non-autistic University Students: Insights From a Participatory Study

Cheriyan, Chinnu; Shevchuk-Hill, Sergey; Riccio, Ariana; Vincent, Jonathan; Kapp, Steven K.; Cage, Eilidh; Dwyer, Patrick; Kofner, Bella; Attwood, Helen; Gillespie-Lynch, Kristen

doi:10.3389/fpsyg.2021.719827

Cited by 23 publications

(18 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This trend resonates with the study by Wood and Happé (2021) where of n = 149 autistic teachers or education staff surveyed, 80% identified as female. It also echoes the study by Cheriyan et al (2021) who report that autistic students were more motivated to seek a role in higher education than non-autistic students. They also found that female autistic students tended to opt for jobs, which helped others compared to their male autistic peers.…”

Section: Discussionsupporting

confidence: 76%

Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data

Vincent

Ralston

2023

Autism

Self Cite

View full text Add to dashboard Cite

International research suggests that increasing numbers of autistic people are entering higher education. Currently, very little is known about this population. For example, the rates of autistic people enrolling at UK-based higher education institutions, the demographics of this population, the subjects they study and particularly their graduate outcomes are unknown. This study is an exploratory analysis of autistic graduate outcomes. We compare outcomes between autistic students, other disabled students and non-disabled students, by sex. The article draws upon population data collected by the Higher Education Statistical Agency in the United Kingdom ( N = 1,326,416) across the years 2012–2018. Our findings indicate that the academic programmes studied at university by autistic students are more diverse than typically assumed. We also found that graduates make the transition into a range of employment sectors following graduation, but experience persistent and disparities in economic activity and income. We argue that higher education institutions must focus greater attention on developing more robust and effective employment transition support for autistic students and graduates. Lay abstract International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012–2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates.

show abstract

Section: Discussionsupporting

confidence: 76%

Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data

Vincent

Ralston

2023

Autism

Self Cite

View full text Add to dashboard Cite

show abstract

“…Furthermore, self-compassion requires a desire to grow, to look forward with hope for success and to build on positive attributes of the self. Neurodivergent students’ self-belief and ambitions for employment post-graduation are often challenged by negative experiences of academic discrimination ( Cheriyan et al, 2021 ). Within schools and universities, where being neurodivergent often makes you a more ‘troublesome’ student, thriving is typically curtailed, with negative implications for future hopefulness.…”

Section: Learning From Applications Of Compassion In Other Fieldsmentioning

confidence: 99%

“…Before concluding, it is worth considering one of the many impactful outputs of accessible and compassionate pedagogic practice; that is, a carry-forward of positive academic experiences in terms of student self-esteem, hopefulness and preparedness for the workplace ( Kuriyan et al, 2013 ; Cheriyan et al, 2021 ). These conditions occur when students find their place and their strengths in educational settings.…”

Section: Employability and Post-universitymentioning

confidence: 99%

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis

Hamilton

Petty

2023

Front. Psychol.

View full text Add to dashboard Cite

The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps – but is not synonymous – with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education.

show abstract

“…However, such an industry-specific focus belies the actual and varied interests and aspirations of prospective autistic employees. For example, in a participative study, university students on the autism spectrum most frequently listed a helping profession as their career goal (39%), whereas only 11% indicated an interest in a computer/math profession and 17% indicated an interest in science (Cheriyan et al, 2021). Not exploring an array of industries and jobs of interest to autistic people is likely to produce research that reinforces rather than dispels stereotypes.…”

Section: Discussionmentioning

confidence: 99%

Autism and Employment: A Review of the “New Frontier” of Diversity Research

Ezerins

Simon

Vogus

et al. 2023

Journal of Management

View full text Add to dashboard Cite

Organizations are demonstrating a burgeoning interest in hiring neurodivergent employees, prompting a parallel expansion of research on autism and employment. In this review, we evaluate, critique, and integrate diffuse research and theory on autism and employment across the domains of disability studies, autism, industrial relations, management, and rehabilitation. In doing so, we illustrate how incorporating the experiences of individuals on the autism spectrum can benefit management theory. Likewise, we highlight how existing management theory can help contextualize and enrich autism research. In addition, our review highlights barriers and potential enablers that individuals on the autism spectrum encounter during varying stages of employment, while also providing insight into steps that can be taken by organizations and practitioners to improve employment outcomes for neurodivergent individuals. We conclude with an agenda for advancing research and practice that enhances the employment experiences of autistic individuals and the outcomes of the organizations that employ them.

show abstract

Exploring the Career Motivations, Strengths, and Challenges of Autistic and Non-autistic University Students: Insights From a Participatory Study

Cited by 23 publications

References 61 publications

Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data

Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis

Autism and Employment: A Review of the “New Frontier” of Diversity Research

Contact Info

Product

Resources

About