Navigating STEM Doctoral Programs with ADHD: Barriers, Workflow Challenges, and Adaptive Strategies.
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| Titel: | Navigating STEM Doctoral Programs with ADHD: Barriers, Workflow Challenges, and Adaptive Strategies. |
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| Autoren: | Ezeamii, Paul, Shinohara, Kristen |
| Quelle: | ACM SIGACCESS Conference on Computers & Accessibility; 2025, p1-13, 13p |
| Schlagwörter: | ATTENTION-deficit hyperactivity disorder, DOCTORAL programs, INCLUSIVE education, DISABILITIES, NEURODIVERSITY, PSYCHOLOGICAL adaptation |
| Abstract: | Despite legislative frameworks such as the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) aimed at advancing equity for individuals with disabilities, students with disabilities remain systematically underrepresented and inadequately supported in STEM doctoral programs. Through a mixed-methods study involving semi-structured interviews, experience sampling methods, and contextual inquiry with 13 PhD students with ADHD, we investigate how institutional structures shape their academic experiences. Our findings show that participants avoided formal disclosure and accommodations due to stigma and fears of being perceived as less capable, instead turning to informal peer networks that helped reframe their challenges as structural rather than personal failings. Additionally, participants described significant difficulties in consistently initiating and sustaining focus on academic tasks, resulting in episodic and fragmented productivity patterns that became challenging due to rigid academic structures that lack mechanisms to accommodate neurodivergent workflows. To navigate these challenges, participants employed personalized strategies such as body doubling, customization of productivity tools, and environmental adjustments—highlighting the invisible labor required to navigate an inaccessible academic system. Our findings contribute to a nuanced understanding of how participants with ADHD experience and manage systemic barriers in doctoral education and offer implications for more inclusive institutional policies and technological design interventions. [ABSTRACT FROM AUTHOR] |
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| Datenbank: | Biomedical Index |
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