We The Americans - Beyond Appearances
Navigating Success as an Autistic Professional with Learning Disabilities by Dr. Rhonda Richmond
My name is Dr. Rhonda Richmond, and I’ve poured my heart, struggles, and triumphs into a book titled "But...GOD Gave Me a Pencil." This memoir delves into my journey navigating life with Autism, learning disabilities, and my children's disabilities. The book specifically focuses on the challenges and breakthroughs we encountered while mastering literacy—a fundamental skill many take for granted but a battleground for me.
I am currently and proudly a late-in-life diagnosed autistic woman with learning disabilities in reading, writing, and math. The sad truth is that I didn’t always feel proud. Before my diagnosis, I held many of the common misconceptions about disabilities, and I had no idea of the toxicity I created for others in the disability community. It’s not an excuse, but I grew up in a place where we called people “short bus special,” we talked about people in hushed voices or used derogatory words or hand gestures. Though I was not behaving in a typical way, I didn’t want to be called out as anything that reflected such negative connotations - like the ones I saw at home, school, and work.
It's a complex issue (though it should not be), and I now understand why some of the adults I’ve encountered who have invisible disabilities feel a deep sense of shame about their diagnosis, worried that it signifies a deficiency - just like I did. I know others fear the social repercussions that might follow disclosure. The reality, however, is nuanced—both perspectives hold elements of truth and fallacy.
As a woman with advanced degrees and a successful career, it’s still difficult to describe what happens in a workplace, even in this day and age, when one is honest about their disabilities in the workplace. I often encounter reactions of surprise when I choose to disclose my disabilities. Comments like, "I don't believe in the word disabled," "You seem so articulate," “You must have outgrown it,” and the worst one, “Are you proud of that?” These types of statements reflect a widespread belief that visible success somehow negates or 'cures' disability. I would love to say it ends there, but that would be false.
While I discuss our journey to literacy in the book, the scope of our challenges does not end with learning to read and write. As we (individuals with invisible disabilities) transition from academic environments into professional ones, new hurdles arise. These changes magnify the stigmas we endure, complicating our entry into workplace cultures with their own set of distinct challenges.
Individuals with disabilities are often shunned or scolded for not participating in social events like work holiday parties or team golf events. Managers have been known to call them out in front of peers for standing off in the distance and watching. They will then have to deal with peers who see them as difficult for their perceived ‘lack of engagement.’
Individuals with disabilities who disclose to the wrong manager can find that their performance at work is tied not to the work they complete but to their inability to show up like their neurotypical peers. I made the mistake of disclosing my disability to a manager I had in my past life. That mistake cost me a great deal of my mental health. This is the reason why it is so important to continue these types of discussions. Let’s review some of the issues using scenarios.
Scenario: Alex's Challenges with Assertive Communication
Background: Alex, a skilled IT specialist with Autism, excels in his technical tasks but finds direct and assertive communication challenging. His workplace culture highly values outspokenness and directness, with team meetings often becoming competitive platforms for employees to voice their opinions aggressively.
Situation: The company encourages a communication style that requires employees to be vocal and assertive during meetings. This environment is intended to foster innovation and quick decision-making. However, for Alex, who struggles with verbal communication and feels overwhelmed by aggressive interactions, these meetings are a source of immense stress.
Challenge:
Misinterpretation of Behavior: During team meetings, Alex's quiet demeanor and difficulty in making eye contact are misinterpreted by his boss as a lack of interest or reluctance to engage with the team. His non-confrontational communication style is seen not as a part of his neurodivergent expression but as a failure to align with the company's dynamic culture.
Public Criticism: In several instances, Alex's boss has called him out publicly during meetings, questioning his commitment to the team and challenging his enthusiasm for his role. These confrontations are not only humiliating for Alex but also exacerbate his anxiety and deter him from participating further.
Performance Reviews: Alex receives unfairly negative performance evaluations based on his perceived lack of assertiveness and direct communication. His boss cites a poor cultural fit and questions his potential for leadership roles, overlooking his substantial contributions to his technical work.
Impact of Overemphasis on Assertiveness: This environment alienates Alex, who feels increasingly disconnected from his team. The constant pressure to adapt to a communication style that does not align with his capabilities leads to diminished self-esteem and job satisfaction. Alex begins dreading interactions he previously managed adequately, fearing further criticism and public embarrassment.
Consequence: Alex's motivation and engagement at work declined due to negative feedback and public chastisement. He isolates himself, limiting his interactions to essential communication, further perpetuating his boss's misconceptions about his attitude and capabilities.
Scenario: Lisa's Subtle Workplace Challenges
Background: Lisa, an experienced project manager, has been diagnosed with Autism. This condition influences her social interactions and communication. While Lisa is highly organized and excels in managing complex projects, she sometimes misses social cues and finds engaging in typical workplace banter challenging. Lisa is able to participate in social events, though those events are draining. She excels at connecting with her clients.
Situation: Lisa has disclosed her diagnosis to her employer, a progressive tech company that prides itself on inclusivity. The HR department has formally acknowledged her disclosure, and no overt discrimination has occurred. However, the company has not taken further steps to educate the team about invisible disabilities or to address underlying stereotypes, leaving a gap in true understanding among her colleagues and superiors.
Challenge:
Subtle Social Exclusion: Although Lisa’s workplace professes inclusivity, the subtleties of exclusion she experiences significantly affect her professional development. Her boss, perhaps with intentions of consideration, routinely omits her from high-level networking opportunities crucial for career advancement. These decisions are made without her input, and when questioned, her Autism is cited as a potential reason she might feel uncomfortable in such settings. This assumption deprives Lisa of her agency and limits her visibility and growth within the company. Additionally, her boss often points to other accommodations made for her—such as flexible scheduling or quiet workspace options—that Lisa never requested and do not address her primary needs. This disconnect highlights a misunderstanding of what genuine support entails and reflects a paternalistic approach rather than a collaborative one, further sidelining her from key professional activities and advancement opportunities.
Misinterpreted Interactions: In meetings, Lisa's direct communication style and lack of expressive facial reactions are sometimes perceived as disinterest or disagreement. Her ideas are frequently overlooked unless echoed by someone else perceived as more socially adept.
Inappropriate Jokes: Occasionally, jokes and comments that trivialize or misunderstand disabilities are made during team meetings. These are not addressed by management, subtly reinforcing stereotypes and making Lisa feel undervalued and misunderstood.
Impact of Subtle Discrimination: While Lisa has not encountered overt discrimination since disclosing her Autism, the more insidious challenge she faces is indirect discrimination—subtle yet pervasive behaviors and decisions that undermine her integration and growth at work. Unlike direct discrimination, which might manifest as outright hostility or explicit exclusion based on her disability, indirect discrimination, in Lisa’s case, occurs through a lack of proactive inclusion efforts and sensitivity training. This oversight leads to a work environment where her acceptance feels superficial, and the nuances of her interaction style, linked to her Autism, are neither accommodated nor fully understood.
This form of indirect discrimination impacts her in several ways. Her team does not actively engage with or adapt to her communication needs, which affects her ability to participate fully and be recognized in team settings. The lack of genuine integration efforts means that while Lisa is not openly rejected, she is not indeed supported either, leading to her feeling isolated and stunted in her professional and social capacities. This subtle form of discrimination can often be more insidious as it is less visible and less likely to be addressed, continuing to perpetuate a cycle of exclusion that hinders her overall career trajectory.
Consequence: Despite her capabilities and the initial acceptance of her condition, Lisa finds herself increasingly marginalized in decision-making processes and team dynamics. This not only stifles her potential contributions but also impacts her job satisfaction and mental health, creating a cycle of isolation and underappreciation that goes against the company's inclusive values.
While these scenarios reflect the broader challenges that can pervade workplaces, they resonate deeply with my own experiences. Like the individuals in these examples, I (with advanced degrees) have navigated work spaces riddled with overt obstacles and subtler forms of exclusion. This reality underscores the importance of not just recognizing diversity but actively nurturing it.
Writing "But...GOD Gave Me a Pencil" was a pivotal decision rooted in challenging prevailing misconceptions about disabilities, particularly how they intersect with academic success. But still, for many, the idea that someone can excel in their career or educational pursuits while managing a disability seems paradoxical. This stems from a widespread but erroneous assumption that success and disability are mutually exclusive. My book aims to bring awareness that excelling while disabled is not about overcoming a disability but rather about harnessing one's inherent abilities, perhaps seen through a different lens. This perspective is vital, not just for those with disabilities but for parents, educators, employers, and policymakers, to foster environments that truly value diversity in learning and working styles. By sharing my story and the specific strategies that aided my, my children's, and my students' success, the book invites readers to reconsider what it means to be capable and how diverse thinking enriches our collective human experience.
Follow Dr. Richmond through the links below:
Dr. Richmond on LinkedIn: https://www.linkedin.com/in/rhondacrichmond/
Writing/Blog: https://rhondarichmond.wixsite.com/blog
Book Order Information
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