Use of a Common Professional Language to Improve Neurodivergent STEM Scholar Sense of Belonging

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Monroe, C., Coplan, J., Sullivan, D., & Matte, R. W. (2025). Use of a Common Professional Language to Improve Neurodivergent STEM Scholar Sense of Belonging. New Directions for Higher Education, 2025(209), 27-33. https://doi.org/10.1002/he.20522

Journal or book title
New Directions for Higher Education
Publisher
Wiley
Volume
2025
Issue
209
Pages
27-33
Publication date: 1 Mar 2025 Added to AutiHub: 7 Aug 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

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Authors

Publication authors
4
Publication authors identified as autistic
1 / 4 (25.0%)
  1. Christin Monroe *
  2. Jan Coplan
  3. Dylan Sullivan
  4. Rebecca W. Matte

Abstract

ABSTRACT In a 1‐credit evolving STEM Community and Identity course, low‐income and neurodivergent students participate in cohort activities to build community and develop their professional STEM portfolios. The strengths‐based Birkman Method personality survey is used to enhance STEM identity and clarify communication and work styles. This course involves collaboration between STEM faculty, education faculty, and career counselors. Many neurodivergent students entering college lack confidence and struggle to identify and communicate their strengths, which can affect their academic performance and professional growth. This study documents the benefits of using a common language, based on the Birkman Method, for students, mentors, and career counselors. The language is integrated into the course, mentoring sessions, and students' professional portfolios. As a result, students feel a stronger sense of belonging within their cohort and build more meaningful connections with mentors and career counselors. The Birkman Method also helps neurodivergent students take a more informed approach to job searching, improving their morale, mental health, and employment retention. This paper outlines activities designed to foster a community of scientific thinkers and support professional development at all academic levels of postsecondary education.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 3 Oct 2026 01:01.

Cited references
24
With a DOI
10
Without a DOI, from raw bibliography text
14
1 / 24 (4.2%) cited references include at least one author identified as autistic.
References with data to complete
10 / 24 (41.7%)
References with detected author names
14 / 24 (58.3%)
Without detected author names
10
Without a structured title
10
Without a stable identifier
13
References with raw author names still to review
10
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
44
From DOI or external metadata
44
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
11
16 / 44 (36.4%) names are linked to an author already present in AutiHub. 28 / 44 (63.6%) names are not yet linked.
Names linked to a person identified as autistic
2 / 44 (4.5%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 2 / 16 (12.5%). Distinct people identified as autistic: 2 / 43 (4.7%).
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