Neurodivergence and the Persistence of Neurotypical Norms and Inequalities in Educational and Occupational Settings

Abstract

This article points to the mechanism that reinforces neurotypical norms and inequalities through the internalization of stigma associated with neurodiversity and social class within educational and occupational settings. We draw upon the literatures of neurodiversity, neurotypical norms and the internalization of stigma. We report on two studies conducted in France – one survey-based (324 neurodivergent students) and another interview-based (25 neurodivergent working adults) – and find a common awareness of and perceived pressure among neurodivergent students and working adults to conform to neurotypical norms. Internalizing the stigma associated with their condition, both students and working adults employ individual coping strategies to present themselves as neurotypical. We also find that social class exacerbates inequalities as individuals from lower social classes are less likely to get diagnosed and have access to accommodations and support. This has implications for educational institutions and organizations alike on how these spaces can be made more inclusive for neurodivergent individuals.