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 7 / 12 Demographic information Sample demographic data were pulled from questions on self-reported race, gender, and sexual orientation (summarized in Tables 1 and 2). Each variable was dichotomized based on the most commonly endorsed category (e.g., heterosexual vs. all other sexual orientation identities). In the example of sexual orientation, grouping these smaller categories together allowed for potential differences related to minoritized sexual orientation status to be considered, without overfitting the model or drawing inferences from underpowered (small n) multi-group comparisons. Analytic plan Building on reviewer feedback, we assessed missingness patterns. The dataset used for analyses had a total missingness rate of < 2% with fewer than two missing data patterns. Given this, we could not test for missing completely at random (MCAR) but given the low percentage of missing data we were comfortable assuming missingness would not have a robust impact on our pattern of findings. To assess research questions 1, 2, and 3 frequency counts and chi square (X2) analyses were employed. To assess research question 4, paired sample t-scores were utilized. Results Research question 1: Did the endorsement of a neurodivergent identity vary by gender, sexual orientation, race, or professor? This research question was posed to confirm if covariates should be included in subsequent neurodivergent identity analy-

ses. Neurodivergent identity self-endorsements did not systematically vary by gender in the pre-survey, X2 (1, N = 150) =.57, p = .45, φ = −.06 or the post-survey, X2 (1, N = 150) =.06, p = .81, φ = −.02. Similarly, endorsement of neurodivergent identities also did not systematically vary by sexual orientation in the pre-survey, X2 (1, N = 153) = 1.45, p = .23, φ = .10 or the post- survey, X2 (1, N = 153) = 1.97, p = .16, φ = .11. Endorsements did not notably differ by race in the pre-survey, X2 (1, N = 153) = 3.62, p = .06, φ = .15 or the post-survey, X2 (1, N = 153) =.35, p = .56, φ = −.05. Endorsements were also comparable across the two professors: pre survey X2 (1, N = 153) =.43, p = .51, φ = .05 and post survey X2 (1, N = 153) =.32, p = .57, φ = −.05. Research question 2: Did the neurodiversity module increase neurodiversity knowledge? In the pre-survey, 70 (46%) of persons selected “I don’t know what neurodiverse means,” followed by only 5 (3%) in the post-survey. This was a significant decrease, X2 (1, N = 153) = 36.77, p < .001, φ = .49. Research question 3: Did the neurodiversity module increase the likelihood of self-disclosing a neurodivergent identity? In the pre-survey, 19 (12%) students endorsed a neurodivergent identity, followed by 42 (28%) in the post survey. In sum, neurodivergent identity endorsements were significantly higher in the post-survey, X2 (1, N = 153) = 17.85, p < .001, φ = .34. As illustrated in Fig 1, the types of neurodivergent identities also shifted from pre- to post. Most of the students (14 of 18)

who were coded “Think Differently than Others” in the pre-survey, later selected “no” to a neurodivergent status and no longer provided a description how they were neurodivergent in the post survey. The other notable shifts from pre to post were an increase in the two categories of (1) Depression and Anxiety, and (3) Other Psychological Disorders. For those who endorsed “yes” to the neurodivergent question in the post-survey, 16 consistently endorsed “yes” from pre-post, 5 switched from “prefer not to answer” to yes, 14 switched from “I don’t know what neurodiverse means” to “yes”, and 7 switched form “no” to “yes”. Research question 4: Did the neurodiversity module shift reports of critical consciousness of ableism? In the pre-survey, 153 students completed the adapted Contemporary Critical Consciousness Measure II (CCMII) ableism scale, M(SD) = 49.45(8.09), and 151 completed it in the post-survey, M(SD) = 47.16(7.37), across all class sections.