"I don't have a good metric for what other people think:" Unpacking the double empathy problem in neurodivergent physics problem-solving
Abstract
Learning is a social act and requires communication between interlocutors. Learning also is a process that takes place in a socially constructed neuro-normative system. These neuro-normative systems can marginalize neurodivergent (i.e., autistic, dyslexic, epileptic) students, who oftentimes have non-normative socio-cognitive differences. In this paper, we investigate 3 neurodivergent physics students' experiences solving physics problems and in navigating physics culture. We use a Double-Empathy Problem lens to uncover how communication, particularly 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 that participants experience fear of being misinterpreted or feeling as though they are viewed as stupid on account of communication breakdowns. We advocate for the need for a more neuro-inclusive physics culture and suggest actions that can be done by instructors to create more inclusive spaces in physics.
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BibTeX
@misc{mcdermott2026dont,
title = {{"I don't have a good metric for what other people think:" Unpacking the double empathy problem in neurodivergent physics problem-solving}},
author = {Liam G. McDermott and Frank T. Dachille and George R. Keefe and Mason D. Moenter and Daryl McPadden and Erin Scanlon},
howpublished = {arXiv},
year = {2026},
month = oct,
doi = {10.48550/arxiv.2609.21809},
eprint = {2609.21809},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2609.21809},
note = {CC BY 4.0},
}
RIS
TY - UNPB
TI - "I don't have a good metric for what other people think:" Unpacking the double empathy problem in neurodivergent physics problem-solving
AU - Liam G. McDermott
AU - Frank T. Dachille
AU - George R. Keefe
AU - Mason D. Moenter
AU - Daryl McPadden
AU - Erin Scanlon
PY - 2026
DA - 2026/10/22
PB - arXiv
DO - 10.48550/arxiv.2609.21809
UR - https://arxiv.org/abs/2609.21809
AB - Learning is a social act and requires communication between interlocutors. Learning also is a process that takes place in a socially constructed neuro-normative system. These neuro-normative systems can marginalize neurodivergent (i.e., autistic, dyslexic, epileptic) students, who oftentimes have non-normative socio-cognitive differences. In this paper, we investigate 3 neurodivergent physics students' experiences solving physics problems and in navigating physics culture. We use a Double-Empathy Problem lens to uncover how communication, particularly 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 that participants experience fear of being misinterpreted or feeling as though they are viewed as stupid on account of communication breakdowns. We advocate for the need for a more neuro-inclusive physics culture and suggest actions that can be done by instructors to create more inclusive spaces in physics.
ER -