Researcher diversity promotes research excellence. But academia is widely perceived as inaccessible to those who work in non-stereotypical ways, and disabled researchers are consequently chronically under-represented within higher education. The barriers that academia presents to the inclusion and success of disabled individuals must therefore be understood and removed in order to enhance researcher diversity and improve the quality and quantity of research. Autism is a disability that is particularly under-represented within higher education, despite many autistic individuals having attributes that are conducive to research excellence. With a focus on geosciences, we use the experiences of an autistic PhD student to evaluate why academia can be inaccessible, and propose simple strategies that can reduce and remove barriers to academic success. We suggest that minor changes to communication, the academic environment and better disability awareness can make significant differences to the inclusion of disabled researchers, particularly those with autism. These changes would also benefit the wider scientific community and promote research and teaching excellence.
“Strength lies in differences, not in similarities”
Autism is a disability that is particularly under-represented within higher education. Members of the general public are fifty times more likely than an academic to disclose an autism diagnosis
Here we review the under-representation of disabled students and staff within geosciences and higher education more generally, and the impact that this under-representation has on research. Using the perspectives and experiences of the first author, an autistic PhD student, we consider autism within academia: the barriers that are encountered on the journey to academic success and simple strategies to reduce or remove these. We stress that every individual, regardless of disability, encounters unique barriers within academia and has unique strategies to overcome these that may differ from those suggested here. Given our personal experiences within geosciences, we focus on the challenges that this discipline presents, including the need for travel, field work and working with a range of people in a wide range of environments. However, many of the barriers that we discuss are relevant across disciplines. We extend previous studies that focused on undergraduate experiences
People with disabilities are under-represented throughout higher education, and the geosciences sector is no exception. In the UK, approximately 19 % of the working-age population are disabled
Disability disclosure within higher education.
Disability disclosure for physical scientists by seniority. Boxplots show disability disclosure rates for seven disciplines within physical sciences for universities and colleges within the United States. United States data from
Diversity is a critical component of success across sectors and across disciplines
Every person on the autism spectrum is different. Each has a unique experience of the world, and a unique combination of strengths and difficulties. Many autistic people are diligent, determined and resilient, good at solving problems, studying things in great detail and thinking about things in novel ways
Individuals of all ages are less inclined to interact with their autistic peers
An understanding of autism promotes inclusion of neurodiverse colleagues
Disability training, which includes and promotes accessibility for students with “invisible” disabilities such as autism, is compulsory for sports clubs and societies at some institutes, but is lacking elsewhere within higher education, particularly for undergraduate students
A core feature of autism is difficulty with social interactions and social communication
Effective communication benefits everyone, particularly those with communication difficulties. Minor changes to verbal communication can make a major difference to an autistic individual's ability to engage and collaborate with peers, and develop academic and social networks. For example:
Taking pauses, particularly before and after asking questions to allow information to be absorbed and processed, and an answer formulated. Addressing people directly to remove ambiguity about who is being spoken to. This is particularly important when non-verbal communication might be misunderstood. Using literal language to avoid confusion or misunderstanding. Offering to rephrase or clarify what has been said. Allocating a chairperson, or group leader, who facilitates the inclusion of everyone within a conversation, and who ensures collective understanding by summarizing discussions recapping key points.
Some individuals may use other forms of communication, for example writing or typing questions, thoughts or comments, using a notetaker or speech-to-text technology or communicating through a familiar person. The preference for communication style may change depending on the situation; in the field, inclement weather may make some forms of communication impossible. Yet, despite their communication difficulties, most autistic people do not seek constant solitude. Many strive to improve their communication skills, benefit greatly from participating in group events (particularly those which are structured), and appreciate the benefits that communicating and interacting with others brings
Around 95 % of autistic individuals have sensory differences
A great allure of geosciences is working in some of the world's most fascinating environments – access to many of these involves long-distance travel and negotiating sensory-intensive travel hubs. Geoscience students and academics might also be expected to work in a range of offices and laboratories, often alongside numerous other researchers. Academics and research students engage with talks in lecture theaters and seminar rooms around the world, simultaneously blocking out distractions from lighting, buzzing laptops, and people seated in close proximity. They tend to hold discussions at busy conference dinners, within crowded poster halls, and at spontaneously-organized social events. These environments are often inaccessible to an autistic individual, thereby hindering academic opportunities and success.
The increasing consideration of sensory sensitivity amongst conference and event organizers is welcomed. For example, extending poster and PICO session lengths at the European Geosciences Union General Assembly has reduced overcrowding
Autistic individuals perceive the world differently and many rely on structure, routine, and sameness in order to succeed within often-chaotic and non-logical environments
Given adequate time, Google Earth, street imagery, and photographs of building interiors can be used to increase familiarity with a new environment or field site. Schedules or agendas, even if they are approximate, provide a structure to days in the field, training sessions and meetings. This reduces uncertainty and decreases anxiety, making it easier for autistic individuals to engage and contribute – and this benefits everyone. Thus, with preparation and understanding, functioning within unfamiliar environments - including those which are sensory-intensive – can become less intimidating and pose less of a barrier to the academic success of autistic individuals.
The geosciences are a fascinating, rewarding and challenging field, but the diversity of research does not yet align with the diversity of researchers within the sector, including those with disabilities. The negative stigmatization of disability within academia is detrimental to recruitment and retention of disabled researchers, and reduces rates of disability disclosure, particularly for early-career researchers. Autism is significantly under-represented within academia, even though many autistic researchers have attributes which are conducive to research excellence. Thus the barriers that academia presents to the inclusion and success of autistic researchers must be addressed. Adjustments that do not require significant time or expense, such as improving autism awareness and acceptance, making adjustments to the academic environment, and considering the effectiveness of verbal communication can significantly reduce the barriers that autistic individuals encounter within higher education. These adjustments can also improve the quality and quantity of research, the productivity of a research group and the flexibility and adaptability of other academics. The geosciences are a fascinating field, with ever-increasing global importance, and access to this should be shared with as many people as possible.
Research data are from a third party, available from HESA (2019a, b, c, d) and NCSES (2019a, b, c).
The study was conceived and designed by NCT with support from JHJ. The manuscript was written by NCT with contributions from JHJ. JHJ provided supervision for the project.
The authors declare that they have no conflict of interest.
This article is part of the special issue “Diversity and equality in the geosciences (EGU2019 EOS6.1 & US4, AGU2018 ED41B, JpGU2019 U-02)”. It is not related to a conference.
We thank Fiona Knott and an anonymous reviewer for their thorough and constructive reviews, and the Topical Editor Jill Karsten for their helpful comments that have greatly improved the manuscript. We thank Richard Herd for his helpful and insightful discussions, and Jade Eyles and Bridie Davies for support throughout the project.
This research has been supported by the Natural Environment Research Council through the EnvEast Doctoral Training Partnership (grant no. NE/L002582/1).
This paper was edited by Jill Karsten and reviewed by Fiona Knott and one anonymous referee.