Intersectional stereotyping refers to how stereotypes associated with multiple aspects of a person’s identity (like race and neurodiversity) interact and combine to shape perceptions and biases.
For ethnic minorities who are also neurodivergent, this can lead to compounded stereotypes or unique biases.
Neurodivergence includes autism, ADHD, dyslexia, and dyspraxia, which involve differences in cognitive functioning.
The intersection of ethnic and neurodivergent identities can create complex experiences of stereotyping in various settings, including workplaces.

Gottardello, D., Calvard, T., & Song, W. When Neurodiversity and Ethnicity Combine: Intersectional Stereotyping and Workplace Experiences of Neurodivergent Ethnic Minority Employees. Human Resource Management. https://doi.org/10.1002/hrm.22286
Key Points
- The study examines how neurodivergent ethnic minority employees experience intersectional stereotyping in workplace settings, focusing on recruitment, performance evaluations, and career progression.
- Findings indicate that neurodiversity intersects with ethnicity to either amplify or mitigate prevailing stereotypes. For Black and Latinx professionals, neurodiversity often intensifies deficit stereotypes, while for Asian participants, it can contradict the “model minority” stereotype.
- Neurodivergent behaviors are frequently seen as cultural mismatches with dominant workplace norms, leading individuals to employ identity management strategies for professional advancement.
- The research highlights the need for integrated organizational inclusion initiatives that address the complex interrelationships between ethnicity and neurodiversity.
- Limitations include the focus on specific ethnic groups and neurodivergent conditions, as well as the reliance on self-reported experiences.
- This study extends general HRM diversity and neurodiversity research by elucidating salient intragroup differences at this intersection and expanding intersectional stereotyping literature to include neurodiversity.
Rationale
Previous research has revealed disparities in labor market outcomes for ethnic minority professionals compared to their White counterparts (Budjanovcanin & Guest, 2023; Triana et al., 2021).
These discrepancies stem from human resource management (HRM) practices and policies that systematically disadvantage ethnic minority groups due to biases and stereotypes embedded in organizational cultures (Derous & Ryan, 2019; Pethig & Kroenung, 2023).
While considerable attention has been given to ethnic diversity in the workplace, there has been a relative lack of focus on how ethnicity intersects with other minoritized aspects of employee identity, such as neurodiversity (Sternberg et al., 2023; Thatcher et al., 2023).
This study aims to address this gap by exploring how neurodivergent employees’ racial/ethnic minority backgrounds amplify or mitigate their self-perceptions regarding prevailing stereotypes during recruitment, performance evaluations, and career progression.
By examining the intersection of ethnicity and neurodiversity, this research seeks to provide a more nuanced understanding of the challenges faced by individuals with multiple marginalized identities in professional settings.
Method
The study employed a qualitative research design using semi-structured interviews.
The researchers adopted an interpretivist lens, emphasizing the co-construction of meaning between researchers and participants. A hybrid coding process integrating both inductive and deductive approaches was used for data analysis (Fereday & Muir-Cochrane, 2006).
This approach allowed for the exploration of diverse interpretations and underlying meanings in the data while also facilitating a theory-informed analysis.
The research team conducted independent analyses of the data, seeking consistent coding and congruent categories and themes.
Inductively, themes were coded directly from participants’ narratives to ensure they were grounded firmly in the data.
Deductively, intersectional stereotyping frameworks were consulted to clarify, validate, and refine the inter-related meanings and explanations of specific participant experiences and accounts.
Sample
The study included 51 participants (32 from the United Kingdom and 19 from the United States) who self-identified as neurodivergent and belonged to an ethnic minority group (Asian, Black, or Latinx).
Participants were recruited through various methods, including personal networks, calls to neurodiversity and disability communities, and the use of Prolific Academic, a professional data collection platform.
All participants were employed and had resided in their respective countries for at least 3 years. They held a variety of white-collar positions, ranging from part-time school assistant to full-time engineering roles.
Nearly all participants (43 out of 51) possessed undergraduate degrees, and 15 had completed master’s degrees.
Results
The study revealed several key themes related to the intersection of neurodiversity and ethnicity in workplace experiences:
- Amplification of negative stereotypes: For Black and Latinx participants, neurodiversity often intensified existing negative stereotypes. As one Black participant with dyslexia stated, “They take a look at my CV and see I’m black and I have dyslexia too. Nope, she can’t do this job. So they just skip right over me” (B1_Dyslexia).
- Dilution of positive stereotypes: Asian participants reported that neurodiversity could contradict the “model minority” stereotype. An Asian participant with ADHD explained, “During an interview, I might come across inconsistent or unpredictable, which conflicts with Asian model minority stereotype” (A8_ADHD).
- Misinterpretation of neurodivergent behaviors: Participants reported that their neurodivergent traits were often misinterpreted through a racial lens. A Black participant with autism shared, “I often look more serious; I feel social things are a thing for me (Neurodiversity). But that thing or whatever gets taken way different as a Black guy” (B17_Autism, ADHD).
- Compounded bias in performance evaluations: Participants experienced intersectional stereotyping during workplace evaluations. A Latinx participant with dyslexia recounted, “Once I was responsible for drafting a project report after a series of meetings. I struggled to take comprehensive notes and ended up missing some key points in the final report. […] It felt like they were tying those mistakes not just to my dyslexia but also to my background” (L6_Dyslexia).
- Career progression challenges: The intersection of neurodiversity and ethnicity created unique barriers to advancement. A Latinx participant with dyslexia expressed, “I am quite good at my work and would make a solid manager. […] But no matter how hard I try, they either assume that I am not capable of being a manager as I’m dyslexic or they harbor biases against me because of my Mexican background” (L11_Dyslexia).
Insight and Depth
This study provides valuable insights into the complex interplay between neurodiversity and ethnicity in workplace settings.
By examining the experiences of neurodivergent ethnic minority employees, the research illuminates how intersectional stereotyping can create unique challenges and barriers to inclusion and career advancement.
The findings suggest that the intersection of these identities can lead to amplified negative stereotypes for some groups (e.g., Black and Latinx individuals) while diluting positive stereotypes for others (e.g., Asian individuals).
The research also highlights the importance of considering intragroup differences within broader diversity categories.
By focusing on the specific experiences of neurodivergent ethnic minority employees, the study reveals nuances that might be overlooked in more generalized diversity research.
This approach allows for a deeper understanding of how multiple marginalized identities interact and shape workplace experiences.
Implications
The findings of this study have significant implications for human resource management practices and organizational diversity initiatives.
First, they underscore the need for more nuanced and intersectional approaches to diversity and inclusion efforts. Organizations should recognize that employees with multiple marginalized identities may face unique challenges that require tailored support and interventions.
Second, the research highlights the importance of addressing both visible and invisible aspects of diversity.
While ethnicity may be more readily apparent, neurodiversity is often less visible, leading to potential misunderstandings and misinterpretations of employee behavior.
HR professionals and managers should be trained to recognize and accommodate neurodiversity, particularly in the context of ethnic diversity.
Third, the study suggests that recruitment, performance evaluation, and career progression processes may need to be reevaluated to mitigate the impact of intersectional stereotyping.
Organizations should consider implementing bias-reduction strategies and developing more inclusive assessment methods that account for neurodiversity and cultural differences.
Strengths
The study had several methodological strengths:
- Diverse sample: The inclusion of participants from multiple ethnic backgrounds and with various neurodivergent conditions allowed for a comprehensive exploration of intersectional experiences.
- Cross-cultural perspective: By including participants from both the UK and US, the study provided insights into potential cultural differences in the experiences of neurodivergent ethnic minority employees.
- Qualitative approach: The use of semi-structured interviews allowed for rich, in-depth data collection, capturing the nuanced experiences of participants.
- Reflexive analysis: The research team’s diverse backgrounds and ongoing reflexive discussions enhanced the interpretation of data and mitigated potential biases.
- Hybrid coding approach: The combination of inductive and deductive coding methods allowed for both data-driven insights and theoretical grounding.
Limitations
The study has several limitations that should be considered:
- Geographical restriction: The focus on UK and US contexts limits the generalizability of findings to other cultural and organizational settings.
- Self-identification and self-reporting: Reliance on participants’ self-identification as neurodivergent and self-reported experiences may introduce bias and limit the objectivity of the findings.
- Limited ethnic groups: The study focused on specific ethnic minority groups (Asian, Black, and Latinx), potentially overlooking experiences of other ethnic minorities.
- Lack of organizational perspective: The study did not include perspectives from employers or HR professionals, which could have provided additional context to the employees’ experiences.
- Cross-sectional design: The research provides a snapshot of experiences rather than longitudinal data, limiting insights into how intersectional stereotyping may change over time.
These limitations suggest the need for further research to expand on these findings and explore additional contexts and perspectives.
Conclusion
This study provides important insights into the complex experiences of neurodivergent ethnic minority employees in workplace settings.
By examining the intersection of neurodiversity and ethnicity, the research highlights how intersectional stereotyping can create unique challenges in recruitment, performance evaluations, and career progression.
The findings underscore the need for more nuanced and integrated approaches to diversity and inclusion initiatives in organizations.
Future research should explore these intersections in different cultural contexts, consider additional ethnic groups and neurodivergent conditions, and investigate the perspectives of employers and HR professionals.
Moreover, longitudinal studies could provide valuable insights into how intersectional stereotyping evolves over time and across different career stages.
As workplaces become increasingly diverse, understanding and addressing the complex interplay of multiple marginalized identities becomes crucial for fostering truly inclusive environments.
This study contributes to this understanding by shedding light on the often-overlooked intersection of neurodiversity and ethnicity, paving the way for more comprehensive and effective diversity management strategies.
References
Primary reference
Gottardello, D., Calvard, T., & Song, W. When Neurodiversity and Ethnicity Combine: Intersectional Stereotyping and Workplace Experiences of Neurodivergent Ethnic Minority Employees. Human Resource Management. https://doi.org/10.1002/hrm.22286
Other references
Budjanovcanin, A., & Guest, D. E. (2023). Understanding the unobserved influences on the careers of ethnic minority women: implications for human resource management.The International Journal of Human Resource Management,34(2), 405-429. https://doi.org/10.1080/09585192.2021.1969586
Derous, E., & Ryan, A. M. (2019). When your resume is (not) turning you down: Modelling ethnic bias in resume screening. Human Resource Management Journal, 29(2), 113-130. https://doi.org/10.1111/1748-8583.12217
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development.International journal of qualitative methods,5(1), 80-92. https://doi.org/10.1177/1609406906005001
Pethig, F., & Kroenung, J. (2023). Biased humans,(un) biased algorithms?.Journal of Business Ethics,183(3), 637-652. https://doi.org/10.1007/s10551-022-05071-8
Sternberg, B., Badea, C., & Rubin, M. (2023). Intersectional person perception: A scoping review of studies investigating the roles of category relationships and cognitive processes.Social Cognition,41(2), 165-192. https://doi.org/10.1521/soco.2023.41.2.165
Thatcher, S. M., Hymer, C. B., & Arwine, R. P. (2023). Pushing back against power: Using a multilevel power lens to understand intersectionality in the workplace.Academy of Management Annals,17(2), 710-750. https://doi.org/10.5465/annals.2021.0210
Triana, C., Gu, P., Chapa, O., Richard, O., & Colella, A. (2021). Sixty years of discrimination and diversity research in human resource management: A review with suggestions for future research directions. Human Resource Management, 60(1), 145-204. https://doi.org/10.1002/hrm.22052
Keep learning
Suggested Socratic questions for a college class to discuss this paper:
- How might the experiences of neurodivergent ethnic minority employees differ in countries outside the UK and US? What cultural factors could influence these experiences?
- In what ways might intersectional stereotyping affect the mental health and well-being of neurodivergent ethnic minority employees? How could organizations address these potential impacts?
- How might the findings of this study challenge or reinforce existing theories of diversity and inclusion in the workplace?
- What ethical considerations should researchers and organizations take into account when studying and addressing intersectional stereotyping in the workplace?
- How might the experiences of neurodivergent ethnic minority employees in different industries or job roles vary? What factors could contribute to these differences?
- In what ways could technology and artificial intelligence in HR processes both help and hinder efforts to address intersectional stereotyping?
- How might the intersectional experiences of neurodivergent ethnic minority employees change over the course of their careers? What life events or organizational changes could influence these experiences?
- What role do employee resource groups (ERGs) play in supporting neurodivergent ethnic minority employees? How could these groups be more effective in addressing intersectional challenges?
- How might the findings of this study inform policy-making at both organizational and governmental levels to promote more inclusive workplaces?
- In what ways could education systems better prepare neurodivergent ethnic minority individuals for the challenges they may face in the workplace? What role should universities play in this preparation?