Bridging Neurodiversity and Open Scholarship: How Shared Values Can Guide Best Practices for Research Integrity, Social Justice, and Principled Education

Elsherif, Mahmoud Medhat; Middleton, Sara L.; Phan, Jenny; Iley, Bethan Joan; Grose-Hodge, Magdalena; Tyler, Samantha Lily; Kapp, Steven K.; Gourdon-Kanhukamwe, Amélie; Grafton-Clarke, Desiree; Yeung, Siu Kit; Shaw, John J; Hartmann, Helena; Dokovova, Marie

doi:10.31222/osf.io/k7a9p

Cited by 44 publications

(39 citation statements)

References 137 publications

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“…Quantifying inherited capital should be given the same level of attention as scoring current performance. Our model showed that such futureoriented individual-based affirmative action, for example uplifting scholars with recent foreign or aboriginal family origin (as evident by much lower author likelihood for the average global versus US person), low family income (who have author likelihoods near the global average), and intersectional gender neurodivergent identities (39) will almost certainly tend to select academics with higher merits given the observed LR. The current US societal state also indicates there is likely no or even a negative relationship between evaluation score and merit among qualified candidates, consistent with empirical studies finding no relationship between undergraduate school and graduate research performances across the last three decades (40,41), providing further impetus to supplement evaluation with affirmative action for promotion within academia.…”

Section: Discussionmentioning

confidence: 85%

Theoretical foundation and empirical assessment of representation and meritocracy in academia

Tekwa¹,

Giles²,

Davis³

2022

Preprint

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Quantifying meritocracy directly is unfeasible because it requires large research efforts (such as surveys and controlled hiring experiments) that do not benefit the existing power structure. We circumvent this conundrum by proposing the use of openly accessible surname-publication data to quantify intergenerational representation in academia, which captures the socioeconomic aspect of diversity relative to the general population. We then use individual-based models of the intergenerational cycle of academic selection and reproduction to show that representation and merit in academia are entangled. We distinguish merit, or an academic candidate’s potential to produce given opportunities, from produced capital, including accomplishments before graduate school that only imperfectly predicts merit in a complex and changing world. Data from Harvard and US income groups and multiple independent model predictions all suggest that US academics are twice as likely as others to historically be academics by surname and underperform compared to a more representative academia, but individual-based affirmative action consistently raises academics’ mean merit. For academics aiming to tackle global crises, a lack of representation and merit may ultimately prevent actions necessary to avert disasters. This study reveals the magnitude of inequality, supports an individual justice foundation of affirmative action, and calls for recruitment evaluation that values merit over capital.

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Section: Discussionmentioning

confidence: 85%

Theoretical foundation and empirical assessment of representation and meritocracy in academia

Tekwa¹,

Giles²,

Davis³

2022

Preprint

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“…Cognitive diversity is essential in the search for solutions to the complex problems facing the world ( Sulik et al, 2021 ), and therefore universities must prioritise improved outcomes for neurodivergent students. We propose that this can be achieved by adopting compassionate pedagogies, including universal design for learning and strengths-based approaches ( Gibbs, 2017 ; Elsherif et al, 2022 ). Neurodivergent students, like all students, deserve fit-for-purpose learning experiences, and should not hold responsibility for educating their educators about their differences.…”

Section: Introductionmentioning

confidence: 99%

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis

Hamilton

Petty

2023

Front. Psychol.

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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.

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“…A study designed this way would lead to a more nuanced perspective, better translations, culturespecific understanding, and better theories (see Gervais, 2021). This is similar to participatory research, particularly that conducted in neurodiversity research (Balcazar et al, 2004;Elsherif et al, 2022), in which neurotypical researchers ensure the neurodiverse community is directly included in research. Policy-making decisions that affect them and can be expressed by the commonly used slogan, 'Nothing about us without us.'…”

Section: Mediummentioning

confidence: 99%

Guidelines to Improve Internationalization in Psychological Science

Puthillam¹,

Doble²,

Santos³

et al. 2022

Preprint

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Conversations about the internationalization of psychological science have occurred over a few decades with very little progress. Previous work shows up to 95% of participants in mainstream journal studies are from Western, Educated, Industrialized, Rich, Democratic (WEIRD) nations. Similarly, a large proportion of authors are based in North America. This imbalance is well-documented across a range of subfields in psychology, yet the specific steps and best practices to bridge publication and data gaps across world regions are still unclear. To address this issue, we conducted a hackathon at the Society for the Improvement of Psychological Science 2021 conference to develop guidelines to improve international representation of authors and participants, adapted for various stakeholders in the production of psychological knowledge. Based on this hackathon, we discuss specific guidelines and practices that funding bodies, academic institutions, professional academic societies, journal editors and reviewers, and researchers could engage with to ensure psychology is the scientific discipline of human behavior and cognition across the world.

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Bridging Neurodiversity and Open Scholarship: How Shared Values Can Guide Best Practices for Research Integrity, Social Justice, and Principled Education

Cited by 44 publications

References 137 publications

Theoretical foundation and empirical assessment of representation and meritocracy in academia

Theoretical foundation and empirical assessment of representation and meritocracy in academia

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis

Guidelines to Improve Internationalization in Psychological Science

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