Diversity in Education Study (DivES): Investigating a neurodiversity module in higher education

PLOS One | https://doi.org/10.1371/journal.pone.0327379 July 21, 2025 4 / 12 Positionality statement Positionality can introduce bias. Therefore, we’ve provided a summary of our experiences and/or affiliations that may be relevant to the current study. Five authors worked on the current study. Two of the authors are currently faculty who have taught courses relating to atypical child development and diversity. One directs an autism research center and has exten- sive research experience in neurodevelopmental and neurodegenerative disorders. The other professor has research interests that include racial attitudes, racial-ethnic socialization/identity, discrimination, and critical consciousness. The other three authors are students with a range of research interest (e.g., sleep, neurodevelopment disorders, equitable school practices). Three authors on this team identify as neurodivergent. Across all authors, there is a mutual interest in increasing neurodiversity knowledge and inclusivity in HE. Methods Participants The participants of the study (N = 153) were enrolled in a diversity course at Purdue University. The study included a six- part survey completed at the start and end of the term. The diversity course was taught by two professors, Professor X (n = 103) and Professor Y (n = 50) and was offered in Fall 2021 and Spring 2022. The participants ranged from first-year students to fifth-year students, with most of them being second-year students, M(SD) = 2.57(1.10) years. Most stu-

dents identified as female (n = 134, 88%) as well as straight/heterosexual (n = 121, 79%). In terms of race, most students endorsed White/European American only (n = 122, 80%) and the rest endorsed a racial/ethnic minority or multiracial heri- tage (n = 31, 20%). The age of participants varied, ranging from seventeen to twenty-seven years with a majority reporting roughly twenty. For demographic information see Tables 1 and 2. Procedure This study is part of the Diversity in Education Study (DivES) project at Purdue University (approved by the Purdue Uni- versity Institutional Review Board - IRB-2021–1054). This study was exempted from full IRB review under category two, which allows for the waiver of informed consent procedures when data is collected via an educational survey. However, Table 1. Sample demographic information. Variable Response n n (%) Min-Max M(SD) Gender Identity 153 Female 134 (87.6) Male 16 (10.5) Non-binary 3 (2) Sexual Orientation 153 Straight/heterosexual 121 (79.1) Bisexual 15 (9.8) Gay/lesbian 8 (5.9) Pansexual 4 (2.6) Asexual 2 (1.3) Unsure 2 (1.3) Age (years) 146 17-27 19.96 (1.51) Academic Year a 153 1-5 2.57 (1.10) Note. aFor academic year 1, 2, 3, and 4/5 correspond with Freshman, Sophomore, Junior, and Senior in college, respectively. https://doi.org/10.1371/journal.pone.0327379.t001