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Situating Neurodivergent Learning and Performance Within Neuroqueer Perspectives

Liam G. McDermott, Ph.D (UConn – Avery Point)

George R. Keefe (Rutgers University)

Mason D. Moenter (Michigan State University)

Erin M. Scanlon, Ph.D (UConn – Avery Point)

Including Disability Global Summit (April 22, 2025)

This research is funded by the National Science Foundation (#2411711)

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Being Neurodivergent

  • Neurodiversity1,2 – paradigm shift away from pathologization of cognitive difference, towards celebration of cognitive diversity.

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  • Neurodivergent – people whose identities fall under the neurodivergent umbrella. (e.g. autistic, ADHD, epileptic).

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  • Neurodivergent physics students learn and solve problems non-normatively3

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Source: https://www.healingumbrellapsychotherapy.com/queer-mental-health-blog/what-is-the-neurodiversity-umbrella

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The Study – Systematic Literature Review4

  • Are there any consistent themes from extant literature we could draw upon?
    • Are any gaps we can help fill/call out.
    • How are neurodivergent students are represented in the literature? (Both demographically and in terms of neurodiversity frameworks).

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  • Are there any recommendations for research and pedagogy we can compile?
    • Or do we have to start from scratch?

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The Study – Systematic Literature Review

  • Framing this work with neurodiversity1, critical disability theory5, and feminist standpoint theory6.

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Inclusion Criteria

Literature type: dissertation or peer-reviewed journal article. 

Demographics: neurodivergent, STEM undergraduates. 

Topic: neurodivergent student learning and performance. 

    • Must discuss neurodivergent STEM learning and/or performance. 

Standpoint: neurodivergent students.

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The Data

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What Disciplines are Represented?

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What Identities are Represented?

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Results from Thematic Analysis

  • Organized themes in 3 spatial dimensions
    • Educational Structure
    • Sociality/Asociality
    • Cognition and Learning

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  • And 1 temporal dimension
    • Neuroqueer time
      • Borrowing from "Queer Time*"7

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*Critiquing and interrogating the ways in which temporal structures are made normative (in pedagogy, think how we collectively engage in a weekly class- and homework cycle, or expect to cover x amount of material in y amount of time, or expect students to focus for 1-2hr intervals)

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Results from Thematic Analysis

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What does neurodivergent STEM learning and performance look like?

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Acknowledgements

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This research is funded by the National Science Foundation (#2411711)

Email: vtb24001@uconn.edu (Liam McDermott)

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References

  1. Dwyer, P. (2022). The neurodiversity approach (es): What are they and what do they mean for researchers?. Human development, 66(2), 73-92.
  2. N. Walker (2014). Neurodiversity: Some basic terms & definitions. Neuroqueer - The Writings of Dr. Nick Walker. https://neuroqueer.com/neurodiversity-terms-and-definitions/
  3. McDermott, L. (2025). Neuroqueering Physics Literacy. Journal for Theoretical & Marginal Mathematics Education, 3(2), Article 0304. https://doi.org/10.5281/zenodo.14888967
  4. Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of planning education and research, 39(1), 93-112.
  5. Annamma, S. A., Ferri, B. A., & Connor, D. J. (2018). Disability critical race theory: Exploring the intersectional lineage, emergence, and potential futures of DisCrit in education. Review of Research in Education, 42(1), 46-71.
  6. Harding, S. (2011). Feminist Standpoints. In Handbook of Feminist Research: Theory and Praxis (pp. 46–65). essay, SAGE Publications.
  7. Muñoz, J. E. (2019). Cruising utopia: The then and there of queer futurity. In Cruising Utopia, 10th Anniversary Edition. New York University Press.

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