Neurodiversity, Minority Status, and Mental Health: A Quantitative Study on the Experiences of Culturally Diverse University Students in Canada
Notice bibliographique
Résumé
Background: There is community knowledge shared among autistic and other neurodivergent (ND) communities that ND individuals are more likely to share other non-normative identities, along with research demonstrating that ND individuals have worse mental health outcomes than neurotypicals (NTs). The purpose of this study is to assess how co-occurrence of neurodivergence with other minority statuses impacts distress and discrimination among students in a large university student sample ( N = 2206) in Canada and to examine representation of ND students across different identities and minority groups. Methods: Participants were recruited to an online survey and coded based on reported gender, sexuality, racial and linguistic groups, citizenship status, relationship preferences, religiosity, socioeducational profile, and neurodivergencies. Psychological distress was assessed using the Depression, Anxiety, and Stress Scale (DASS-21), and experience of discrimination was assessed using the Everyday Discrimination Scale (EDS). Analyses of variance were conducted to examine the differences in DASS-21 and EDS scores between ND and non-ND groups across different groups. Results: ND participants were more likely to share Two-Spirit, lesbian, gay, bisexual, transgender, queer, questioning, and other nonheterosexual and gender-expansive identities and to engage in nonconventional relationship dynamics, academic trajectories, and spiritual paths. White participants were proportionally more represented among NDs than non-White participants, which might reflect cultural and systemic factors. ND participants had higher scores in all subscales of the DASS-21 but not the EDS. Main and interaction effects in DASS-21 scores were observed between neurodivergence and gender, racial group, and income, and main effects were observed in nonheterosexual participants. Main and interaction effects were found between neurodivergence and racial and linguistic minority statuses in discrimination scores. Conclusion: Results of this study reflect the community-based understanding that ND individuals are more likely to share other non-normative identities and enlighten the impact of race, gender, and linguistic status on the mental health of ND university students. Our findings endorse a culturally sensitive approach for supporting neurominoritized students.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».