arXiv subjects

Liam G. McDermott

Publications and source records attributed to Liam G. McDermott.

4 recordsLinked to original sources

arXiv2026

"I don't have a good metric for what other people think:" Unpacking the double empathy problem in neurodivergent physics problem-solving

Learning is a social act and requires communication between interlocutors. It is a process that takes place in a socially constructed neurotypical-normative system. These neurotypical-normative systems can marginalize neurodivergent students, who oftentimes have non-normative socio-cognitive differences. We investigate 3 neurodivergent physics students' experiences solving physics problems and navigating physics culture. We use a Double-Empathy Problem lens to uncover how communication breakdowns can manifest for neurodivergent students in physics. We find that the 3 neurodivergent students experience communication breakdowns in their interactions with peers and instructors and in interpreting problem statements. Furthermore, we find evidence that neurotypical-normative communication expectations in physics culture could be the source of negative effects present in participants' interviews, such as participants' fear of being misinterpreted or feeling as though they are viewed as stupid.

physics.ed-ph↗

arXiv2025

Neuroqueer Literacies in a Physics Context: A Discussion on Changing the Physics Classroom Using a Neuroqueer Literacy Framework

Neurodiversity, the paradigm shift away from a pathologization of cognitive difference and towards a celebration of cognitive diversity, in an educational context has important implications on how educators structure their classes and on how they develop inclusive and responsive pedagogies, which we discuss in this article. Being neurodivergent means having non-normative ways of thinking, sensing, and behaving. Because of this, neurodivergent people learn and perform their understanding of physics differently than neurotypical people. Kleekamp and Smilges call to our attention that when educators assess student competence, educators do so in a normative way. That is to say, educators privilege specific (non-disabled) ways of demonstrating understanding while pushing students who problem solve differently to the margins. By using a neuroqueer literacy framework from Kleekamp and Smilges and applying ideas on neurodivergent physics learning and performance from McDermott, we provide recommendations for neuro-inclusive physics pedagogy. This research is funded by the National Science Foundation (#2411711)

physics.ed-ph↗

arXiv2025

Neuroqueering Physics Literacy

Neurodivergent people experience the world, conceptualize scientific concepts, and engage with meaning-making differently than their neurotypical peers. When these differences are actualized in an institutional setting, such as higher education, conflict can arise which has a disabling effect on them. One such way this conflict can arise is through defining and subsequent assessment of scientific literacy, as we define scientific literacy through a neurotypical lens. There is much literature on how to better teach neurodivergent students to succeed in a neurotypical-normative scientific environment, however very little research exists which examines what neurodivergent differences in learning look like from these students' perspectives. I here present a case study of five neurodivergent physicists as a part of a broader study on neurodiversity in physics, explaining why it is imperative to redefine scientific literacy and reorient it to a neuroqueer standpoint.

physics.ed-ph↗

arXiv2024

Understanding the Experiences of Neurodivergent Undergraduate Physicists Through Critical Disability Physics Identity

As more neurodivergent students enter college, discussion on neurodiversity in higher education is gaining momentum. It is increasingly imperative that we understand how neurodivergent individuals construct their identities within the context of physics programs. Using hte Critical Disability Physics Identity framework, this study offers a nuanced analysis of the lived experiences and identity development of neurodivergent undergraduate physicists through the lens of resource use and political agency. By examining the phenomenon of neurodivergent undergraduate physics identity, we uncover the multifaceted dimensions of their lived experiences, including the marginalization caused by a neurotypical-normative culture, the negotiation of conflicting definitions of being a physicist, and the influence of supportive networks. Our findings shed light on the intersectionality of neurodivergent identity and physics identity, offering valuable insights to educators, researchers, and institutions committed to fostering inclusive learning environments. Ultimately, this research contributes to the ongoing dialogue on diversity, equity, inclusion, and justice within physics and higher education as a whole.

physics.ed-ph↗