arxiv: 2605.12609 · v1 · submitted 2026-05-12 · ⚛️ physics.ed-ph

Recognition: no theorem link

Power, Prescription, and Postpositivism: Considerations for collecting and representing neurodiversity demographic information in physics education research

Erin M. Scanlon, George R. Keefe, Liam G. E. McDermott, Mason D. Moenter

Authors on Pith no claims yet

Pith reviewed 2026-05-14 20:19 UTC · model grok-4.3

classification ⚛️ physics.ed-ph

keywords neurodiversitydemographicsself-identificationphysics education researchSTEMthematic analysisparticipant autonomydata reliability

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The pith

Prescriptive methods for collecting neurodiversity demographics in physics education research limit authentic identity expression and data reliability.

A machine-rendered reading of the paper's core claim, the machinery that carries it, and where it could break.

The paper examines how demographic information on neurodiversity is gathered in physics education research. It finds that current methods often require official diagnoses rather than permitting self-identification. This restricts participants from fully expressing their identities and reduces the reliability of the resulting data. A review of related STEM studies shows inconsistent collection and reporting practices. The authors propose developing a new framework that emphasizes participant autonomy to address these issues.

Core claim

Through a systematic literature review of neurodivergent student experiences in STEM and a subsequent thematic analysis, the paper identifies widespread discrepancies in how neurodiversity demographic data is collected and represented. It establishes that prescriptive approaches, such as mandating reports of official diagnoses, do not allow for authentic expression of intersecting identities and compromise the trustworthiness and reliability of data and interpretations. The work calls for the PER community to help create a framework that centers participant autonomy while maintaining clarity and consistency for future research.

What carries the argument

Thematic analysis of neurodivergent demographic data collection practices identified in the systematic review of STEM education literature

If this is right

Participants could express their intersecting identities more authentically through self-identification.
Trustworthiness and reliability of data and interpretations would improve.
Consistent dissemination of demographic data would enhance accessibility and usability of research findings.
The development of a new framework would support both autonomy and clarity in future studies.

Where Pith is reading between the lines

These are editorial extensions of the paper, not claims the author makes directly.

Adopting self-identification practices might encourage similar shifts in demographic data collection across other areas of education research beyond physics.
Researchers may need to develop new protocols to ensure consistent interpretation of self-reported neurodiversity data.
Testing the proposed framework in pilot studies could reveal practical challenges and refinements needed for implementation.

Load-bearing premise

Shifting to self-identification methods will improve data trustworthiness and reliability without introducing new biases or inconsistencies.

What would settle it

A direct comparison experiment in which neurodivergent participants provide demographic information using both prescriptive diagnosis requirements and open self-identification, followed by assessment of data consistency and interpretive reliability.

Figures

Figures reproduced from arXiv: 2605.12609 by Erin M. Scanlon, George R. Keefe, Liam G. E. McDermott, Mason D. Moenter.

**Figure 2.** Figure 2: The four demographic data categories visualized [PITH_FULL_IMAGE:figures/full_fig_p004_2.png] view at source ↗

**Figure 3.** Figure 3: The NEURO-ID approach to demographic data collec [PITH_FULL_IMAGE:figures/full_fig_p005_3.png] view at source ↗

read the original abstract

Demographic data collection is essential in education research, as demographic data allows researchers to better describe the participant population they study and to contextualize findings. However, current research practices for neurodiversity demographics often rely on prescriptive methods (e.g., requiring participants to report official diagnoses) rather than allowing participants to self-identify. This approach can: a) not allow participants to express their intersecting identities in ways that are authentic; and b) limit trustworthiness and reliability of the data and interpretation. In addition, inconsistent dissemination and representation of demographic data across studies hinder the accessibility and usability of this work. Through a literature review of neurodivergent student experiences with learning and performing STEM, we identified widespread discrepancies in how demographic information is collected and reported. This paper explores how neurodivergent identities can be more accurately and inclusively represented in education research. We present findings of a thematic analysis on the ways neurodivergent demographic data collection is done in the literature using data from a systematic literature review on neurodivergent science, technology, engineering, and mathematics (STEM) learning and performance. We call on the PER community to contribute to the development of a framework that centers participant autonomy while supporting clarity, consistency, and future research use.

Editorial analysis

A structured set of objections, weighed in public.

Desk editor's note, referee report, simulated authors' rebuttal, and a circularity audit. Tearing a paper down is the easy half of reading it; the pith above is the substance, this is the friction.

Desk Editor's Note private letter to a colleague

Paper documents sloppy neurodiversity reporting in PER literature and pushes self-ID over official diagnoses, but offers no evidence that the switch improves data quality.

read the letter

The main point is that current practices in physics education research often require participants to report formal diagnoses for neurodiversity demographics, and the authors show this creates inconsistencies across studies while limiting how people can describe their own identities. They back this with a thematic analysis drawn from a systematic review of neurodivergent student experiences in STEM learning and performance. That synthesis is the paper's clearest contribution: it collects concrete examples of mismatched collection methods and reporting styles, which makes the problem visible in one place. The call for a community framework that prioritizes participant autonomy while keeping data usable for future work is also reasonable, given how scattered the existing literature appears. The analysis itself looks straightforward and grounded in the sources they reviewed. The soft spot is the assumption that moving to self-identification will automatically raise trustworthiness and reliability. The paper states this as a benefit but supplies no comparison data, test-retest checks, or external validation to show self-ID reduces bias or produces more stable interpretations than diagnosis-anchored questions. Without that, the recommendation stays at the level of a plausible preference rather than a tested improvement. The framework they want developed is also left at a high level with no sketch of categories, wording, or pilot results. This is for PER researchers who collect or use demographic data and want to think through inclusivity questions. A reader already working on equity or methods in the field would get the most from the literature examples. It deserves peer review because the inconsistencies are real and the topic is practical, even though the paper is more position than finished solution.

Referee Report

2 major / 1 minor

Summary. The manuscript argues that prescriptive methods for collecting neurodiversity demographic data in physics education research (PER), such as requiring official diagnoses, prevent authentic expression of intersecting identities and undermine data trustworthiness and reliability. Drawing on a thematic analysis of inconsistencies identified in a systematic literature review of neurodivergent STEM learning and performance, the paper calls on the PER community to develop a new framework that prioritizes participant autonomy while supporting clarity, consistency, and future research usability.

Significance. If the recommendation for shifting to self-identification holds after validation, the work could improve inclusivity and data quality in PER demographic practices, making studies more representative of intersecting identities and enhancing cross-study comparability. The thematic analysis usefully documents current inconsistencies, but the absence of empirical tests for the proposed shift limits immediate applicability.

major comments (2)

Abstract: the central claim that prescriptive diagnosis-based collection inherently limits trustworthiness and reliability (points a and b) rests on an untested causal assumption; the thematic analysis documents inconsistencies in reporting but supplies no comparative evidence (e.g., test-retest reliability, convergence with external validators, or stability of interpretations) showing self-identification reduces bias relative to diagnosis-anchored methods.
Call for framework (final paragraph): the recommendation to develop a participant-autonomy-centered framework is load-bearing for the paper's contribution, yet no specific criteria, pilot items, or validation steps are outlined, leaving the proposal at the level of a call rather than a developed proposal.

minor comments (1)

Abstract: the sentence 'This approach can: a) not allow...' contains awkward phrasing that could be revised for clarity and parallelism.

Simulated Author's Rebuttal

2 responses · 0 unresolved

We thank the referee for their thoughtful and constructive comments on our manuscript. We address each major comment point by point below, clarifying our intent and outlining revisions where appropriate.

read point-by-point responses

Referee: Abstract: the central claim that prescriptive diagnosis-based collection inherently limits trustworthiness and reliability (points a and b) rests on an untested causal assumption; the thematic analysis documents inconsistencies in reporting but supplies no comparative evidence (e.g., test-retest reliability, convergence with external validators, or stability of interpretations) showing self-identification reduces bias relative to diagnosis-anchored methods.

Authors: We agree that the manuscript does not include new empirical comparative data testing self-identification against diagnosis-based methods. The abstract's use of 'can' reflects reasoned concerns drawn from the thematic analysis of widespread inconsistencies in the reviewed literature, which we argue undermine data reliability and authentic representation. We will revise the abstract to explicitly frame these as potential limitations inferred from observed practices, rather than directly demonstrated causal effects, and to note the need for future validation studies. revision: yes
Referee: Call for framework (final paragraph): the recommendation to develop a participant-autonomy-centered framework is load-bearing for the paper's contribution, yet no specific criteria, pilot items, or validation steps are outlined, leaving the proposal at the level of a call rather than a developed proposal.

Authors: The manuscript is deliberately positioned as a call to the PER community rather than a fully specified framework proposal, given that developing and validating such a framework requires broad participatory input beyond the scope of this literature review. We will add a new subsection in the discussion outlining initial guiding criteria (e.g., support for intersecting identities, clear but flexible response options, and mechanisms for cross-study consistency) to make the call more actionable while preserving its community-oriented nature. We will not include pilot items or validation steps, as these would require new empirical work. revision: partial

Circularity Check

0 steps flagged

No circularity: qualitative literature synthesis with no derivations or self-referential reductions

full rationale

The paper conducts a thematic analysis of existing STEM education literature on neurodiversity demographic collection practices. Its central recommendation for shifting toward participant self-identification is grounded in documented inconsistencies across reviewed studies and postpositivist framing, without any equations, fitted parameters, predictions, or self-citation chains that reduce the argument to its own inputs by construction. No load-bearing steps match the enumerated circularity patterns; the work is interpretive and calls for community framework development rather than claiming a closed deductive result.

Axiom & Free-Parameter Ledger

0 free parameters · 2 axioms · 0 invented entities

The central claim rests on domain assumptions about the superiority of self-identification for authenticity and reliability, drawn from postpositivist views, without new empirical grounding or invented entities.

axioms (2)

domain assumption Self-identification allows more authentic expression of intersecting identities than prescriptive diagnosis requirements.
Invoked in the abstract when discussing limitations of current practices and benefits of self-identification.
domain assumption Inconsistent dissemination of demographic data hinders accessibility and usability of research.
Stated directly in the abstract as motivation for the work.

pith-pipeline@v0.9.0 · 5540 in / 1270 out tokens · 39314 ms · 2026-05-14T20:19:29.997858+00:00 · methodology

discussion (0)

Reference graph

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