Preferred Name
Rachel A. Ritter
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
ORCID
https://orcid.org/0009-0008-1839-7751
Date of Graduation
12-13-2025
Semester of Graduation
Fall
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Communication Sciences and Disorders
First Advisor
Geralyn Timler
Second Advisor
Emily Zane
Third Advisor
Colleen F. Visconti
Abstract
Estimates suggest that between 15% to 20% of the population is neurodivergent (Doyle, 2020) and that neurodivergent individuals experience increased negative life outcomes when compared to neurotypicals, such as heightened stigma (Sasson et al., 2017). Yet, there is a limited understanding of neurodivergent identity. This qualitative study investigated neurodivergent identity among undergraduate students who have adopted this identity. The purpose of the study was to add to our understanding about why individuals chose to adopt a neurodivergent identity, including the individuals’ perceptions of benefits and disadvantages, if any, of identity adoption and how their lived experiences impact their identity. An expanded understanding of this identity has implications for both neurodivergent individuals and professionals in education and allied health fields in the shift to neuro-affirming care. Participants included nine undergraduate students who self-identified as neurodivergent. Participants completed a semi-structured interview, composed of open-ended questions, designed to gain understanding of each participant's lived experiences with their neurodivergent identity. Data was analyzed using thematic analysis (Braun & Clark, 2006). Qualitative analysis of interviews yielded five themes: characteristics and features, diversity of experiences and opinions, journey to identity, world not built for neurodivergent individuals, and calls for change, each with corresponding sub-themes. Results revealed three major takeaways that can inform neuro-affirming care practices. First, neurodivergent identity is complex and diverse highlighting the importance of customized supports for neurodivergent individuals. Second, having a community offers safety and support for neurodivergent individuals and should be prioritized. Third, education about neurodivergent identity is needed for both neurotypical and neurodivergent individuals.
Included in
Disability Studies Commons, Speech and Hearing Science Commons, Speech Pathology and Audiology Commons
