Reconceptualising ‘reasonable adjustments’ for the successful employment of autistic women

North, Gemma

doi:10.1080/09687599.2021.1971065

Cited by 20 publications

(26 citation statements)

References 39 publications

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“…The constant social interaction and the need to ‘fit in’ imposes pressure on autistic employees to mask aspects of their autism, which impacts physical and emotional wellbeing and career outcomes. While this is not unique to academia (North, 2021), it is exacerbated by the transient nature of social groups (such as student cohorts) and the complex dynamics between collaboration and competition.…”

Section: Discussionmentioning

confidence: 99%

Autistics working in academia: What are the barriers and facilitators?

Jones

2022

Autism

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Autistic people are under-represented in university student populations, but their numbers are growing, and the barriers to their inclusion are being recognised. Outside of the student body, autistic people in academia are often overlooked, although this is starting to change with the growth in inclusive autism research. However, they remain absent from the academic literature, despite the evident synergies between autistic strengths and academic careers. This study explored the perceptions of 37 autistic academics from various disciplines: what are the positives of working in academia for autistic people, and what are the negatives? Participants reported many positive aspects of an academic career, including the fit with the strengths, characteristics and motivations of autistic people. However, they also noted barriers and challenges – social, environmental and structural – many of which could be addressed by greater awareness and acceptance of autism. Given the considerable benefits that autistic teachers and researchers bring to higher education, there is a clear need for universities and colleges to implement changes to the physical and social environment to make academia more inclusive. Lay Abstract Academia appears to provide an ideal career option for autistic people: the opportunity to lock ourselves away in an ivory tower and utilise our extensive knowledge of a very specific topic. We know autistic people are underrepresented in postsecondary education, and there is a growing body of research on how to make universities more inclusive. What is missing from the literature is the voices of autistic people who have survived the university experience and gone on to become university teachers and researchers. Increasing the visibility of autistics in academia, and exploring the barriers and facilitators they experience in an academic career, is important to raise the aspirations of future university students and graduates. This study included 37 autistic academics from various disciplines and countries, exploring their perceptions of the positive and negative aspects of being an autistic in academia.

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Section: Discussionmentioning

confidence: 99%

Autistics working in academia: What are the barriers and facilitators?

Jones

2022

Autism

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“…Gender is another variable that can be examined in relation to autism and leadership. Gemma (2021) suggested that autistic women may be more expected to perform relational tasks than autistic men, experiencing more severe consequences if they do not meet expectations. Future researchers can also examine the relationship between autism, leadership, and other diversity categories, such as ethnicity, religion, or sexual orientation.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

(neuro)Diversifying organizations: The case for developing autistic leaders.

Williams,

Bragger,

Myszko

2024

Consulting Psychology Journal

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While there is increasing interest in the hiring of autistic talent, there is less research about how autistic individuals advance in their careers and develop the competency to lead others and lead with others. Because these individuals advance in organizations, many may volunteer for or be promoted into leadership opportunities. There is little research that conceptualizes what strengths and challenges autistic leaders may face in this process. This qualitative study interviewed autistic leaders and allistic leaders who work with autistic individuals about their perspectives on strengths and challenges associated with leading while autistic. Results indicate leadership-development strategies for autistic leaders suggested by both respondent groups. This study represents a springboard for future research into the intersection of autism and leadership development; it is an early step for advancing the understanding of that intersection. What's It Mean? Implications for Consulting PsychologyThere is a need for research on how autistic individuals develop leadership skills and grow in their careers. This study interviewed autistic leaders and nonautistic leaders, who work with autistic people. Results include leadership-development strategies that were developed through the interviews. The study should give future research ideas and directions that look at both autism and leadership development. It is an early step to that understanding.

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“…While autistic participants often camouflaged to gain acceptance, the converse relationship also held-when others understood, accepted, and valued their autistic differences, participants were able to let down their guard and camouflage less Chapman et al, 2022;Loo et al, 2021). This occurred most often with close friends and family or other autistic people (Loo et al, 2021;Cook, Crane, et al, 2021;Crompton et al, 2020;Gemma, 2021;Zolyomi et al, 2019).…”

Section: Subtheme 22 "I Thought That [Masking]mentioning

confidence: 99%

Psychosocial Factors Associated With Camouflaging and Its Relationship With Mental Health and Well-Being in Autistic and Non-autistic People: A Mixed Methods Systematic Review

Zhuang¹,

Tan²,

Reddrop³

et al. 2023

Preprint

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Camouflaging involves hiding one’s autistic characteristics in social situations and is associated with poorer mental health in autistic people. Various psychosocial factors are likely implicated in camouflaging and its impact on well-being. This mixed methods systematic review aimed to synthesize qualitative and quantitative research on psychosocial factors associated with camouflaging and its relationship with mental well-being in autistic and non-autistic people. Six electronic databases were searched. Following a convergent integrated approach, quantitative data were transformed and synthesized with qualitative data to perform thematic synthesis. Fifty-eight studies (40 qualitative, 13 quantitative, and five mixed methods) were included. We identified three themes on psychosocial correlates of camouflaging: (1) social norms and pressures of a largely non-autistic world, (2) social acceptance and rejection, and (3) self-esteem and identity; and four themes on psychosocial consequences of camouflaging for mental well-being: (1) a pragmatic way of exerting individual agency and control; (2) overlooked, under-supported, and burnt out; (3) impact on social relationships; and (4) low self-esteem and identity confusion. Camouflaging is a largely socially driven response associated with negative psychological and social consequences. A whole society approach is needed to promote a culture of acceptance and support autistic individuals to express their authentically autistic selves.

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Reconceptualising ‘reasonable adjustments’ for the successful employment of autistic women

Cited by 20 publications

References 39 publications

Autistics working in academia: What are the barriers and facilitators?

Autistics working in academia: What are the barriers and facilitators?

(neuro)Diversifying organizations: The case for developing autistic leaders.

Psychosocial Factors Associated With Camouflaging and Its Relationship With Mental Health and Well-Being in Autistic and Non-autistic People: A Mixed Methods Systematic Review

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