Perspectives on UK university employment from autistic researchers and lecturers

Abstract

This small-scale unfunded work considers what universities might do better in relation to the employment of autistic researchers and/or lecturers. It is informed by questionnaire responses from twelve UK-based autistic academics. Autistic colleagues were involved in the development of this paper, but it is authored by a non-autistic neurodivergent academic ally. Allyship is demonstrated in working alongside, rather than taking over from, autistic scholars with a view to contributing to improving their working conditions. Information was gathered in 2019 before the global pandemic. Thematic analysis of first-hand testimony underpinned by information from published sources revealed overarching themes. These point to obstacles to secure employment in higher education at every stage, from financing doctoral study, to recruitment practices, to navigating bureaucracy. Structures that are notionally designed to help appear somewhat impenetrable. Attitudinal barriers compound practical difficulties, whereas supportive cultures and practices reduce obstacles. Autistic scholars are networking through grassroots organisations such as PARC but have limited power to affect changes which would move the sector closer to compliance with the Equality Act (2010).

What are the views and experiences of autistic teachers? Findings from an online survey in the UK

“…These circumstances resulted in high levels of fatigue or even burnout (Raymaker et al 2020), a reduction in working hours for some, an unwillingness to seek promotion opportunities, stepping back from senior roles, or even leaving the profession altogether. Furthermore, despite a growing body of research into autism and employment (Burgess and Cimera 2014;Hedley et al 2016;Sarrett 2017), and a developing awareness of the detrimental impact of certain work spaces on autistic employees (Lorenz et al 2016;Feinstein 2019;Vincent 2020) and those who work in the university sector (Martin 2020), the failure to consider the needs and experiences of autistic school staff who labour within the same environment as autistic children represents a major gap in the literature.…”

“…Indeed, despite a better understanding of how to facilitate the employment of autistic people, an increased awareness of the issues faced by disabled university lecturers (Brewster et al 2017;Martin 2020), as well as school teachers who are dyslexic (Riddick 2003), have learning disabilities (LD) (Valle et al 2004;Vogel and Sharoni 2011), or other disabilities (Tal-Alon and Shapira-Lishchinsky 2019; Neca, Borges, and Pinto 2020), there has been very limited research into autistic school educators. Lawrence (2019) reports on a single case-study of an autistic trainee teacher who, despite mixed experiences of the training process, hoped to become a role model for autistic pupils.…”

“…This circumstance is regardless of whether or not they experience their own feelings of exclusion and alienation in the workplace (Soza 2015), or indeed if they are disabled themselves (Riddick 2003;Valle et al 2004;Vogel and Sharoni 2011;Tal-Alon and Shapira-Lishchinsky 2019;Neca, Borges, and Pinto 2020). Furthermore, despite a growing awareness of the value of 'insider expertise' in the autism research field (Milton 2014;Pellicano, Dinsmore, and Charman 2014;Gillespie-Lynch et al 2017), and a nascent literature on the experiences of autistic university lecturers and staff (Martin 2020), there is a dearth of understanding and research concerning autistic teachers. In the literature, there is a focus on transitioning autistic young people from school (e.g.…”

‘To prove I’m not incapable, I overcompensate’: Disability, ideal workers, the academy

“…Workplace and colleague perspectives around marginalised groups often celebrate diversity and inclusion, rather than address the material inequalities at play (Deem and Morley, 2006; Martin, 2020). Apart from rudimentary adjustments, such as computer, screen, desk or chair, adjustments have been shown to be particularly difficult to obtain.…”

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

“…Going beyond the experiences of one individual, Martin (2021) reports on a questionnaire study that explored the experiences of 12 autistic researchers (doctoral students, part-time researchers and other non-permanent roles) and 'revealed barriers at every stage of the employment journey for autistic academics and highlighted relatively straightforward ways of circumventing them based on principles of Universal Design ' (p. 14). A recent autistic autism researchers' roundtable (Dwyer et al, 2021) reflected on several topics, including the importance of autistic and intersectional identities, ways in which autistic autism researchers can enhance the quality of autism research, tensions and conflicts that we face as autistic autism researchers, and ways in which inflexible institutions and practices can impose barriers that restrict autistic involvement in academia.…”