Perspectives on UK university employment from autistic researchers and lecturers

Abstract

This small-scale unfunded work considers what universities might do better in relation to the employment of autistic researchers and/or lecturers. It is informed by questionnaire responses from twelve UK-based autistic academics. Autistic colleagues were involved in the development of this paper, but it is authored by a non-autistic neurodivergent academic ally. Allyship is demonstrated in working alongside, rather than taking over from, autistic scholars with a view to contributing to improving their working conditions. Information was gathered in 2019 before the global pandemic. Thematic analysis of first-hand testimony underpinned by information from published sources revealed overarching themes. These point to obstacles to secure employment in higher education at every stage, from financing doctoral study, to recruitment practices, to navigating bureaucracy. Structures that are notionally designed to help appear somewhat impenetrable. Attitudinal barriers compound practical difficulties, whereas supportive cultures and practices reduce obstacles. Autistic scholars are networking through grassroots organisations such as PARC but have limited power to affect changes which would move the sector closer to compliance with the Equality Act (2010).

Points of interest

• Autistic scholars with doctorates, peer reviewed publications and research skills reported difficulties in securing and maintaining UK university employment which is a good match with their proven abilities.

• Practical, structural and attitudinal obstacles to flourishing in the academy were evident in the accounts of autistic academics.

• The term ‘ableism’ can be applied to systems rooted in the idea that there is a way of ‘performing’ employment and any variance is somehow less acceptable. Autistic scholars have much to offer academia and ableism can get in their way.

• Autistic-led initiatives such as the (unfunded) Participatory Autism Research Collective (PARC) provide some sort of grassroots supportive infrastructure for autistic academics.

• A supportive Universal Design (UD) informed approach to employment nurtures diversity. Universal Design is in keeping with expectations around non-discriminatory employment placed on universities by the Equality Act 2010 and has the potential to benefit a wide range of marginalised scholars.

Keywords:

• Autistic academics
• employment in academia
• barriers and enablers

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.