Advice for autistic people considering a career in academia / Sandra C JONES in Autism, 27-7 (October 2023)  

Public ISBD [article]  inAutism > 27-7 (October 2023) . - p.2187-2192 Titre : Advice for autistic people considering a career in academia Type de document : Texte imprimé et/ou numérique Auteurs : Sandra C JONES, Auteur Article en page(s) : p.2187-2192 Langues : Anglais (eng) Mots-clés : academia  apprenticeship  career Index. décimale : PER Périodiques Résumé : 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 abstractOne 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. En ligne : http://dx.doi.org/10.1177/13623613231161882 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Advice for autistic people considering a career in academia [Texte imprimé et/ou numérique] / Sandra C JONES, Auteur . - p.2187-2192. Langues : Anglais (eng) in Autism > 27-7 (October 2023) . - p.2187-2192 Mots-clés : academia  apprenticeship  career Index. décimale : PER Périodiques Résumé : 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 abstractOne 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. En ligne : http://dx.doi.org/10.1177/13623613231161882 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Autistics working in academia: What are the barriers and facilitators? / Sandra C JONES in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.822-831 Titre : Autistics working in academia: What are the barriers and facilitators? Type de document : Texte imprimé et/ou numérique Auteurs : Sandra C JONES, Auteur Article en page(s) : p.822-831 Langues : Anglais (eng) Mots-clés : employment,higher education,lived experience Index. décimale : PER Périodiques Résumé : Autistic people are under-represented in university student populations, but their numbers are growing, and the barriers to their inclusion are being recognised. Outside of the student body, autistic people in academia are often overlooked, although this is starting to change with the growth in inclusive autism research. However, they remain absent from the academic literature, despite the evident synergies between autistic strengths and academic careers. This study explored the perceptions of 37 autistic academics from various disciplines: what are the positives of working in academia for autistic people, and what are the negatives? Participants reported many positive aspects of an academic career, including the fit with the strengths, characteristics and motivations of autistic people. However, they also noted barriers and challenges - social, environmental and structural - many of which could be addressed by greater awareness and acceptance of autism. Given the considerable benefits that autistic teachers and researchers bring to higher education, there is a clear need for universities and colleges to implement changes to the physical and social environment to make academia more inclusive.Lay AbstractAcademia appears to provide an ideal career option for autistic people: the opportunity to lock ourselves away in an ivory tower and utilise our extensive knowledge of a very specific topic. We know autistic people are underrepresented in postsecondary education, and there is a growing body of research on how to make universities more inclusive. What is missing from the literature is the voices of autistic people who have survived the university experience and gone on to become university teachers and researchers. Increasing the visibility of autistics in academia, and exploring the barriers and facilitators they experience in an academic career, is important to raise the aspirations of future university students and graduates. This study included 37 autistic academics from various disciplines and countries, exploring their perceptions of the positive and negative aspects of being an autistic in academia. En ligne : https://doi.org/10.1177/13623613221118158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Autistics working in academia: What are the barriers and facilitators? [Texte imprimé et/ou numérique] / Sandra C JONES, Auteur . - p.822-831. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.822-831 Mots-clés : employment,higher education,lived experience Index. décimale : PER Périodiques Résumé : Autistic people are under-represented in university student populations, but their numbers are growing, and the barriers to their inclusion are being recognised. Outside of the student body, autistic people in academia are often overlooked, although this is starting to change with the growth in inclusive autism research. However, they remain absent from the academic literature, despite the evident synergies between autistic strengths and academic careers. This study explored the perceptions of 37 autistic academics from various disciplines: what are the positives of working in academia for autistic people, and what are the negatives? Participants reported many positive aspects of an academic career, including the fit with the strengths, characteristics and motivations of autistic people. However, they also noted barriers and challenges - social, environmental and structural - many of which could be addressed by greater awareness and acceptance of autism. Given the considerable benefits that autistic teachers and researchers bring to higher education, there is a clear need for universities and colleges to implement changes to the physical and social environment to make academia more inclusive.Lay AbstractAcademia appears to provide an ideal career option for autistic people: the opportunity to lock ourselves away in an ivory tower and utilise our extensive knowledge of a very specific topic. We know autistic people are underrepresented in postsecondary education, and there is a growing body of research on how to make universities more inclusive. What is missing from the literature is the voices of autistic people who have survived the university experience and gone on to become university teachers and researchers. Increasing the visibility of autistics in academia, and exploring the barriers and facilitators they experience in an academic career, is important to raise the aspirations of future university students and graduates. This study included 37 autistic academics from various disciplines and countries, exploring their perceptions of the positive and negative aspects of being an autistic in academia. En ligne : https://doi.org/10.1177/13623613221118158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism / Sandra C JONES in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2205-2217 Titre : Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism Type de document : Texte imprimé et/ou numérique Auteurs : Sandra C JONES, Auteur ; Chloe S GORDON, Auteur ; Simone MIZZI, Auteur Article en page(s) : p.2205-2217 Mots-clés : attitudes  autism  fictional media  knowledge  representation Index. décimale : PER Périodiques Résumé : Media depictions of autism have the potential to have either positive or detrimental impacts on the lives of autistic people. This systematic review aimed to examine (1) the accuracy and authenticity of fictional media portrayals of autism (Part A) and (2) the impact of viewing such portrayals on knowledge about autism and attitudes towards autistic people (Part B). Seventeen articles met the inclusion criteria and were included in the review: 14 for Part A and 3 for Part B, comprising five experimental studies. The media reviewed in Part A covered a 30-year period (1988-2017). Several stereotypical and unhelpful portrayals surfaced. Positive portrayals of autism highlighted strengths and reflected nuance. Overall, participants in the fiction conditions in Part B were significantly more likely to attribute positive traits to an autistic person than those in the control conditions, with medium effect sizes ranging from 0.57 to 0.73. There were no improvements in knowledge. Given the small number of studies included in this review, further evidence is needed to understand the conditions under which fictional media may be effective. There is also a need to develop measures that accurately and respectfully measure autistic people?s experiences of community knowledge and attitudes.Lay abstractThe way autism is represented in fictional media can impact people?s views of autistic people. For example, representations may contribute to negative views of autistic people as being unusual or dangerous, or they may challenge stereotypes and instead highlight the strengths of autistic people. This work aimed to review previous research to understand how autistic people have been represented in fictional media (Part A). It also sought to understand whether viewing fictional portrayals of autism has an impact on people?s knowledge of autism and attitudes towards autistic people (Part B). Of 14 studies that were included in Part A, several unhelpful and stereotypical portrayals of autism emerged. Positive portrayals were those that highlighted the strengths of autistic people and reflected nuance. There is a need for greater diversity in representation of autism in fictional media. For example, not all autistic people are white heterosexual males. Across the five studies included in Part B, there were no improvements in people?s knowledge of autism after watching or reading a short segment from a fictional TV series or novel that depicts an autistic person. Although there was a significant improvement in people?s attitudes towards autistic people, these findings do not provide a complete picture given the short length of the media exposure and small number of studies. Future studies should investigate how multiple exposures to the representation of autistic people in both fictional and non-fictional sources can affect people?s understanding of autism. There is also a need to develop more accurate and respectful ways of measuring people?s knowledge of, and attitudes towards, autism. En ligne : http://dx.doi.org/10.1177/13623613231155770 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism [Texte imprimé et/ou numérique] / Sandra C JONES, Auteur ; Chloe S GORDON, Auteur ; Simone MIZZI, Auteur . - p.2205-2217. in Autism > 27-8 (November 2023) . - p.2205-2217 Mots-clés : attitudes  autism  fictional media  knowledge  representation Index. décimale : PER Périodiques Résumé : Media depictions of autism have the potential to have either positive or detrimental impacts on the lives of autistic people. This systematic review aimed to examine (1) the accuracy and authenticity of fictional media portrayals of autism (Part A) and (2) the impact of viewing such portrayals on knowledge about autism and attitudes towards autistic people (Part B). Seventeen articles met the inclusion criteria and were included in the review: 14 for Part A and 3 for Part B, comprising five experimental studies. The media reviewed in Part A covered a 30-year period (1988-2017). Several stereotypical and unhelpful portrayals surfaced. Positive portrayals of autism highlighted strengths and reflected nuance. Overall, participants in the fiction conditions in Part B were significantly more likely to attribute positive traits to an autistic person than those in the control conditions, with medium effect sizes ranging from 0.57 to 0.73. There were no improvements in knowledge. Given the small number of studies included in this review, further evidence is needed to understand the conditions under which fictional media may be effective. There is also a need to develop measures that accurately and respectfully measure autistic people?s experiences of community knowledge and attitudes.Lay abstractThe way autism is represented in fictional media can impact people?s views of autistic people. For example, representations may contribute to negative views of autistic people as being unusual or dangerous, or they may challenge stereotypes and instead highlight the strengths of autistic people. This work aimed to review previous research to understand how autistic people have been represented in fictional media (Part A). It also sought to understand whether viewing fictional portrayals of autism has an impact on people?s knowledge of autism and attitudes towards autistic people (Part B). Of 14 studies that were included in Part A, several unhelpful and stereotypical portrayals of autism emerged. Positive portrayals were those that highlighted the strengths of autistic people and reflected nuance. There is a need for greater diversity in representation of autism in fictional media. For example, not all autistic people are white heterosexual males. Across the five studies included in Part B, there were no improvements in people?s knowledge of autism after watching or reading a short segment from a fictional TV series or novel that depicts an autistic person. Although there was a significant improvement in people?s attitudes towards autistic people, these findings do not provide a complete picture given the short length of the media exposure and small number of studies. Future studies should investigate how multiple exposures to the representation of autistic people in both fictional and non-fictional sources can affect people?s understanding of autism. There is also a need to develop more accurate and respectful ways of measuring people?s knowledge of, and attitudes towards, autism. En ligne : http://dx.doi.org/10.1177/13623613231155770 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

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