Unveiling the Power Through Critical Reflection: The Journey of Neurodiverse Leadership Identity Development

Abstract: Neurodiversity, recognizing the importance of cognitive differences, has gained significant traction in recent years (Roberson et al., 2021). Neurodiverse conditions include attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), dyslexia, dyscalculia, dyspraxia, social anxiety disorder (SAD), and other conditions (Austin & Pisano, 2017). In the United States, disabilities impact 26% of the adult population, or 61 million adults, with cognitive disabilities affecting 10.8% of this group (Center for Disease Control and Prevention (CDC), 2020). Despite their prevalence, individuals with these conditions are underrepresented in leadership roles and often face career progression barriers including slower career advancement compared to neurotypical peers (Samosh, 2020).
Despite progress in diversity and inclusion, neurodiversity remains strikingly limited in Human Resource Development (HRD) literature and practice, particularly in leadership development (Procknow & Rocco, 2016; Procknow et al., 2017; Roberson et al., 2021). This study aims to address this gap by examining leadership identity development of neurodiverse individuals with a focus on the role of critical reflection and social identity. Specifically, this research delves into the subjective experiences and narratives of neurodiverse leaders to understand how critical reflection processes contribute to the construction and development of leader identities. Critical reflection is defined as an individual’s process of examining one’s beliefs, assumptions, and experiences to gain a deeper understanding, challenge existing perspectives, and identify potential areas for growth (Brookfield, 2017; Lundgren & Poell, 2016). Neurodiverse leaders may engage in critically reflective moments that influence their identity development, particularly due to the career advancement barriers they face (Samosh, 2020). Transitioning to the domain of social identities, this study also explores how cultural, ethnic, and gender factors influence the identity development of neurodiverse leaders. From a social constructivist perspective, leadership identity is a dynamic, complex interplay of various social identities such as gender, ethnicity, and organizational affiliations (Jetten at al., 2017; Haslam et al., 2020).
The theoretical frameworks of neurodiversity, social identity leadership, and critical reflection used in this study each provide crucial perspectives on the multifaceted nature of leadership. Recognizing the value of neurodiversity allows for greater inclusivity and innovation within leadership roles. The concept of social identity leadership emphasizes the power of shared identities and the role they play in group dynamics and leadership effectiveness (Haslam et al., 2020; Jetten at al., 2017). Critical reflection enables leaders to introspect, learn, and adapt in response to new experiences and knowledge (Brookfield, 2017; Lundgren & Poell, 2016). Taken together, these frameworks offer a comprehensive understanding of leadership in today's diverse and dynamic organizational environments.
The research question guiding this study is how neurodiverse leaders describe their experiences of leader identity development. By adopting the social constructivism paradigm, this study employs a basic qualitative approach to explore and develop the subjective meaning of the participants' experiences in their journey of learning and development as neurodiverse individuals in leadership roles (Creswell, 2007). The in-depth individual interviews are utilized to gain an understanding of the self-identifying neurodiverse participant's leadership development experiences through the lens of critical reflection (Creswell & Creswell, 2018).
The expected outcomes of this research have the potential to serve as a catalyst for revolutionary changes in HRD policies and practices. The findings aim to provide a robust foundation for designing customized HRD interventions. This could encompass neurodiversity-sensitive training for current leaders and the integration of specialized neurodiversity modules into emerging leadership development programs. On a theoretical level, this study aims to bridge the gap between neurodiversity and leadership identity, serving as a cornerstone in HRD literature and encouraging further scholarly pursuits in this domain.
Neurodiverse individuals offer an invaluable blend of skills like problem-solving, creativity, and unique perspectives (Bargiela et al., 2016). Their underrepresentation in leadership roles represents a missed opportunity for organizations (Roberson et al., 2021). This study seeks to foster a symbiotic relationship between neurodiversity, leadership identity, and HRD. It combines rigorous academic research with pragmatic insights to fulfill HRD's broader mission to shape organizational landscapes and contribute to societal progress. Through its focus on neurodiversity in leadership, the study aims to elevate the role of HRD as an instrument for fostering social change, creating more inclusive environments, and aligning with global initiatives to build more equitable societies.