Navigating the Frontlines: Advocating for Neurodiverse Students in a Shifting DEI Climate

The Vermont Connection Volume 46 Coalition and Insurgence: Responding to the Anti-DEI Climate in Higher Education. Article 15 April 2025 Navigating the Frontlines: Advocating for Neurodiverse Students in a Shifting DEI Climate MaryEllen Stephens Follow this and additional works at: https://scholarworks.uvm.edu/tvc Part of the Higher Education Commons Recommended Citation Stephens, M. (2025). Navigating the Frontlines: Advocating for Neurodiverse Students in a Shifting DEI Climate. The Vermont Connection, 46(1). https://scholarworks.uvm.edu/tvc/vol46/iss1/15 This Article is brought to you for free and open access by the College of Education and Social Services at UVM ScholarWorks. It has been accepted for inclusion in The Vermont Connection by an authorized editor of UVM ScholarWorks. For more information, please contact . 118 • The Vermont Connection • 2025 • Volume 46 Navigating the Frontlines: Advocating for Neurodiverse Students in a Shifting DEI Climate MaryEllen Stephens This paper integrates personal narrative, professional practice, and research-based insights to explore the challenges and opportunities in advocating for neurodiverse students, particularly those on the autism spectrum, in a shifting diversity, equity, and inclusion (DEI) climate. Drawing on Self-Determination Theory (SDT) and Self-Efficacy Theory (SET), this narrative highlights how fostering autonomy and building coalitions coexist to empower neurodiverse students. Through case studies and innovative practices, the paper examines strategies for maintaining inclusive spaces, enhancing resilience, and supporting students’ transitions into the workforce despite systemic barriers. This narrative offers actionable recommendations for educators and administrators, emphasizing the transformative potential of creativity, collaboration, and community in sustaining equity in higher education. Keywords: neurodiverse students, DEI, higher education, coalition-building, resilience, autism 119 • The Vermont Connection • 2025 • Volume 46 Introduction Over the past decade, my work in higher education has centered on advocating for neurodiverse students, particularly those on the autism spectrum. This advocacy stems from both professional experience and research that underscores the critical importance of autonomy, competence, and relatedness—foundational components of Self-Determination Theory (SDT)—in supporting student success. Similarly, Self-Efficacy Theory (SET) highlights the transformative role of confidence-building in enabling students to overcome barriers and achieve their goals. These frameworks have guided my efforts to develop programs and practices that empower students while fostering the connections needed to navigate an increasingly challenging DEI climate. The current landscape is marked by heightened resistance to DEI initiatives, threatening the progress made in creating equitable opportunities for neurodiverse students. The erosion of formal support systems has necessitated a shift toward innovative and insurgent strategies that prioritize student empowerment and community-building. In this narrative, I draw from my research and professional practice to illustrate how coalition-building, resilience, and targeted interventions have enabled students to thrive. Through anonymized case studies, I explored the lived experiences of students whose journeys reveal the power of intentional support and the importance of adapting to systemic challenges. The Role of Research and Theory My work with neurodiverse students is deeply informed by both formal research and professional practice. The theoretical frameworks guiding my advocacy and interventions are Self-Determination Theory (SDT) and Self-Efficacy Theory (SET). Together, these theories provide a comprehensive lens through which to understand the factors that influence motivation, behavior, and career success for neurodiverse individuals. As articulated in my research, these frameworks emphasize the critical interplay between autonomy, competence, and relatedness in fostering resilience and long-term success (Ryan & Deci, 2000; Bandura, 1999). Self-Determination Theory (SDT), developed by Edward L. Deci and Richard M. Ryan, focuses on the fulfillment of basic psychological needs—autonomy, competence, and relatedness—as essential for healthy human functioning and motivation (Ryan & Deci, 2000). Deci and Ryan (2000) assert that intrinsic motivation arises when individuals engage in activities for their inherent satisfaction, while extrinsic motivation stems from external rewards or pressures. SDT has been widely applied in fields such as education, employment readiness, and health because of its robust capacity to explain human behavior and its outcomes (Morris et al., 2022). Notably, Deci (1971) demonstrated that external rewards can sometimes diminish intrinsic motivation, laying the groundwork for understanding how autonomy supports sustained engagement and success. This framework highlights the importance of creating environments where neurodiverse students feel empowered to make choices (autonomy), develop mastery (competence), and connect 120 • The Vermont Connection • 2025 • Volume 46 meaningfully with others (relatedness). These principles are particularly salient in higher education and career development for students on the autism spectrum. As Ryan and Deci (2000) emphasize, the frustration of these basic needs can lead to negative outcomes, including diminished motivation and well-being. Conversely, meeting these needs fosters resilience, self-efficacy, and long-term success. Complementing SDT, Self-Efficacy Theory (SET), developed by Albert Bandura, examines how individuals’ beliefs in their ability to perform specific tasks influence their motivation, learning, and performance outcomes (Bandura, 1977, 1999). According to Bandura (1997), self-efficacy is shaped by four sources: enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological or affective states. Strong self-efficacy enables individuals to persevere through challenges, engage proactively in their goals, and remain resilient in the face of adversity (Bandura, 1999). Bandura (1999) emphasizes that cultivating self-efficacy has profound implications for professional success, as individuals who believe in their abilities are more likely to approach tasks with motivation and commitment. This is particularly relevant for neurodiverse students, who often face systemic barriers and societal stigma that can undermine their confidence. Developing self-efficacy equips these students with the mindset and determination needed to excel in both academic and professional settings. In my research, the integration of SDT and SET has been instrumental in understanding how structured support systems can empower neurodiverse students. For example, SDT highlights the need to design programs that enhance autonomy and competence, while SET underscores (...truncated)