Gundy Kaupins, professor of management, announced on Mar. 11 that he and his coauthor have published a paper titled “The impact of autism disclosure and course subject on student preferences for hiring autistic faculty” in the International Journal of Education Research.
The study explores whether revealing an autism diagnosis affects the hiring process for university instructors. The research involved students evaluating job candidates who disclosed they were autistic and were applying for teaching positions in either mathematics—a field often stereotypically linked to autism—or management, which is less commonly associated with such stereotypes.
Students observed and assessed these candidates, reflecting the influence students can have in actual faculty hiring decisions. According to the findings, the subject taught by the candidate did not significantly change students’ willingness to support hiring autistic instructors who disclosed their condition.
Instead, students prioritized essential teaching skills such as connecting with students, explaining concepts clearly, showing empathy, and building trust within the classroom. These qualities were considered more important than assumptions about subject matter or perceived fit between person and job. The study also found that student gender did not affect their preferences regarding hiring autistic faculty members.
Overall, Kaupins said the research highlights that strong teaching ability is valued above stereotypes when it comes to supporting the hiring of autistic instructors.
