Advice for autistic people considering a career in academia
Sandra C. Jones
Abstract
Academia is underpinned by an apprenticeship model, with increasing recognition of the need for a ‘cognitive apprenticeship’ model in which the methods and strategies of academic success are learnt through participation in a community of inquiry. Autistic people face systemic barriers in academia, as in other professions, and these may be exacerbated by a model based on learning by observing and modelling. This study sought to obtain specific practical advice for autistic people considering a career in academia, from the perspective of those already working within the academy. Thirty-seven autistic academics provided written reflections on the advice they would give a young person considering a career in academia. Five key themes were generated from these reflections: know the role, find the right people, know (and value) yourself, remember well-being and proceed with caution but with passion. Lay abstract One of the recognised strengths of autistic people is their ability to absorb and retain large amounts of information; autistic children and adolescents are often described as ‘little professors’. So, is the life of a university researcher or teacher the ideal career for an autistic person? In this study, 37 autistic people working in universities and colleges provide advice to young people considering a future career as an academic. They emphasise the importance of understanding the complexities and requirements of the role, understanding and valuing yourself and your strengths, and finding the right people to work with and learn from. They also discuss the importance of maintaining a balance between work and well-being, and between caution and passion. The life of an academic can be ideally suited to an autistic person, but it can also be very challenging.