Naviguer dans les normes neurotypiques de la recherche universitaire : perspective d'une chercheuse autiste en début de carrière

Titre original en anglais : Navigating Neurotypical Norms in Academic Research: A Perspective from an Autistic Early Career Researcher

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Phan, J. M. (2024). Navigating Neurotypical Norms in Academic Research: A Perspective from an Autistic Early Career Researcher. Autism in Adulthood, 7(2), 133-140. https://doi.org/10.1089/aut.2023.0182

Date de publication: 02/04/2024 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
1
Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Jenny Mai Phan *

Résumé

Résumé : Le paysage de la recherche universitaire, riche en complexité, révèle son potentiel d'innovation lorsqu'il est exploré à travers le prisme de la neurodiversité. Cet article de perspective présente un examen nuancé des forces uniques que la pensée autiste apporte aux activités savantes, telles qu'une reconnaissance accrue des motifs et une rigueur systématique, qualités qui ont personnellement renforcé mes propres démarches de rédaction de demandes de subvention. Il aborde également les défis découlant des normes neurotypiques prédominantes au sein du milieu universitaire. Associant une revue savante à des réflexions personnelles sélectives, cet article plaide pour une redéfinition de la communication savante et du mentorat qui soit inclusive de la neurodiversité. Mon objectif est de fournir des éclairages et des expériences offrant des orientations à d'autres chercheurs autistes, à leurs mentors, aux établissements de recherche et aux organismes de financement. À partir de ma perspective, j'examine les complexités de la communication, la lutte permanente pour se conformer aux normes neurotypiques d'écriture, le poids du « syndrome de l'imposteur » et le rôle central que jouent les mentors dans le soutien et la défense des chercheurs autistes en début de carrière. Les recommandations proposées dans cette étude visent à établir un environnement universitaire qui non seulement accueille, mais exploite également les capacités distinctives des chercheurs autistes. Cette perspective aspire à servir de catalyseur pour que les mentors, les collègues et les organismes de financement adoptent une approche plus neuroinclusive dans leurs pratiques. Résumé : Les objectifs de cet article étaient de mettre en évidence les défis et les forces spécifiques des chercheurs autistes dans le milieu universitaire, particulièrement dans le contexte de la rédaction de demandes de subvention et de la communication savante, et de proposer des recommandations applicables pour favoriser un environnement universitaire neuroinclusif. De mon point de vue de chercheuse autiste ayant connu à la fois les réussites et les épreuves de l'obtention de subventions et de la publication, j'offre un point de vue personnel et professionnel. Les enseignements tirés de ces expériences éclairent les difficultés auxquelles sont confrontés les chercheurs autistes et soulignent la nécessité d'un changement systémique. Résumé : En tant que chercheuse en début de carrière, je me trouve à un carrefour, naviguant non seulement parmi les exigences du monde savant, mais aussi dans ma vie de femme autiste diagnostiquée tardivement, ayant parcouru le monde labyrinthique de la rédaction de demandes de subvention. J'offre un aperçu de mon univers, qui comprend des réussites avec 2 subventions fédérales attribuées, 1 subvention de fondation, 5 subventions intramuros, 14 publications évaluées par les pairs, ainsi que des tentatives infructueuses pour 1 subvention fédérale, 2 subventions de fondation et 2 articles évalués par les pairs. J'apporte un mélange d'expérience personnelle et d'expertise professionnelle. Résumé : Le dialogue universitaire actuel reconnaît la neurodiversité, mais ne parvient souvent pas à offrir le soutien structurel nécessaire aux styles de communication et aux approches cognitives distincts des chercheurs autistes. Bien que les avantages du mentorat et d'une communication plus claire au sein du milieu universitaire soient reconnus, la mise en oeuvre pratique varie considérablement. Résumé : Je propose une série de recommandations pour combler ces lacunes. Celles-ci comprennent la mise en place de programmes de subventions accessibles aux chercheurs autistes, l'amélioration des programmes de mentorat et de formation afin d'y inclure une appréciation de la neurodiversité, et la sensibilisation des évaluateurs de subventions aux forces inhérentes aux chercheurs autistes. En outre, l'article suggère de réviser les processus de candidature afin d'accroître l'inclusivité, d'encourager la participation de chercheurs autistes à l'évaluation par les pairs, de promouvoir l'engagement communautaire et les occasions de réseautage, d'allouer des financements spécifiquement à la recherche menée par des scientifiques autistes et de renforcer la collaboration avec des organisations vouées à l'autisme. Résumé : La mise en oeuvre de ces recommandations a le potentiel d'améliorer considérablement l'environnement universitaire pour les adultes autistes, non seulement en renforçant leur engagement et leur réussite universitaires actuels, mais aussi en établissant une base pour l'inclusivité et le respect de la neurodiversité. De tels changements systémiques offrent la promesse de favoriser une future génération de chercheurs autistes, en reconnaissant et en célébrant les perspectives uniques que nous apportons à la communauté scientifique.

Abstract: The academic research landscape, rich with complexity, reveals its potential for innovation when explored through a neurodiversity lens. This perspective article presents a nuanced examination of the unique strengths that autistic thinking brings to scholarly pursuits, such as enhanced pattern recognition and systematic rigor-qualities that have personally empowered my own grant writing endeavors. It also confronts the challenges that arise from the prevailing neurotypical standards within the academic milieu. Merging a scholarly review with selective personal insights, this article advocates for a redefinition of scholarly communication and mentorship that is inclusive of neurodiversity. I aim to provide insights and experiences that offer guidance to fellow autistic researchers, their mentors, research institutions, and funding bodies. Drawing from my perspective, I delve into communication complexities, the perennial struggle to conform to neurotypical writing standards, the weight of "imposter syndrome," and the pivotal role that mentors play in supporting and advocating for autistic early career researchers. The recommendations offered in this study aim to establish an academic environment that not only welcomes but also leverages the distinctive capabilities of autistic researchers. This perspective aspires to serve as a catalyst for mentors, colleagues, and funding bodies to embrace a more neuroinclusive approach in their practices. Abstract: The purposes of this article were to highlight specific challenges and strengths of autistic researchers in academia, particularly in the context of grant writing and scholarly communication, and to offer actionable recommendations to foster a neuroinclusive academic environment. From my perspective as an autistic researcher who has navigated both the triumphs and trials of grant acquisition and publication, I offer a personal and professional vantage point. The insights drawn from these experiences shed light on the difficulties autistic researchers face and underline the need for systemic change. Abstract: As an early career researcher, I find myself at a juncture, navigating not only the demands of the scholarly world but also life as a late-diagnosed autistic woman, who has journeyed through the labyrinthine world of grant writing. I offer a glimpse into my world, which includes successes with 2 federal grant awards, 1 foundation grant, 5 intramural grants, 14 peer-reviewed publications and unsuccessful attempts with 1 federal grant, 2 foundation grants, and 2 peer-reviewed articles. I bring a blend of personal experience and professional expertise. Abstract: The current academic dialogue acknowledges neurodiversity but often falls short in offering the necessary structural support for the distinct communication styles and cognitive approaches of autistic researchers. Although there is a recognized benefit in mentorship and clearer communication within academia, the practical implementation varies widely. Abstract: I propose a series of recommendations to bridge these gaps. These include the establishment of grant programs accessible to autistic researchers, the improvement of mentorship and training programs to include an appreciation for neurodiversity, and the education of grant reviewers about the strengths inherent in autistic researchers. In addition, the article suggests revising application processes to increase inclusivity, encouraging the participation of autistic researchers in peer review, promoting community engagement and networking opportunities, allocating funding specifically for research by autistic scientists, and enhancing collaboration with organizations dedicated to autism. Abstract: The implementation of these recommendations has the potential to significantly improve the academic environment for autistic adults, not only enhancing their current academic engagement and success but also setting a foundation for inclusivity and respect for neurodiversity. Such systemic changes hold the promise of nurturing a future generation of autistic researchers, acknowledging and celebrating the unique insights we bring to the scientific community.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
50
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
10 / 50 (20,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
24 / 176 (13,6 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 24 / 98 (24,5 %). Auteurices cité·es distinct·es identifié·es comme autistes : 21 / 168 (12,5 %).
Occurrences citées rattachées à la base AutiHub
98 / 176 (55,7 %)
Auteurices cité·es distinct·es rattaché·es : 90 / 168 (53,6 %)
Occurrences rattachées, non identifiées comme autistes
74 / 98 (75,5 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 74 / 176 (42,0 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 69 / 90 (76,7 %).
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