In recognition of Autism Awareness Month, Landi Morris, an assistant professor in the Department of Economics, Finance and Accounting, shared her experience as an autistic person working in accounting. She hopes her experiences and research may break down stigmas and stereotypes about autism and help neurodivergent students prepare for the workforce.
Morris was diagnosed as an adult, and through college, she faced unique challenges. She said the intense social dynamics inherent to the college experience wreaked havoc on her nervous system and made her feel like she couldn’t keep up.
“I was constantly rotating between classes, work and social gatherings,” Morris said. “Without a diagnosis at the time, I lacked the self-awareness to understand that the pervasive social interactions were negatively impacting my nervous system. In addition, as a high-masking autistic person, I expended a considerable amount of effort attempting to fit into all social settings. I essentially spent four years in a state of dysregulated burnout. This burnout resulted in multiple autistic shutdowns, but because I was undiagnosed, I didn’t have the language to describe what I was going through.”
Once she graduated, the workforce came with more social demands and communication strategies she was not ready to navigate. Every day, she was required to engage with peers, supervisors and clients. She said she was in constant people-pleasing mode, struggling to recognize and prioritize her own needs. As a result of these experiences, helping other neurodivergent individuals prepare for these unforeseen factors has been a driving force of her research.
“My research might be a little bit different from what is typically pursued in FCB,” Morris said. “Before I worked in academia, I experienced many challenges as a neurodivergent person working in public accounting. Through my research, I hope to change the industry for the better so that others do not experience the same struggles. I want my research to be impactful.”
An article she recently authored in The CPA Journal, “The Autistic Accountant,” does exactly that. It narrates Morris’ experiences in public accounting before she was diagnosed, offering high-level information about autism as well as insights for public accounting firms about potential perceptions of belonging by neurodivergent individuals.
“I wrote this piece to give voice to the autistic experience,” Morris said. “Despite the personal vulnerability involved, I felt it was important to share an underrepresented perspective on the public accounting experience. Since the work was published, other autistic folks working in public accounting have reached out to thank me for sharing my story. For sharing their story, really. This feedback made the vulnerability that accompanied the publication worthwhile. It’s incredibly rewarding to engage in scholarship that makes a meaningful difference in the lives of people working in my field.”
Using research to drive change
Currently, Morris is working on identifying areas of challenge for neurodivergent individuals working in both higher education and public accounting. Her research attempts to make practical suggestions, for both individuals and employers, to help neurodivergent employees thrive in the workplace.
“In academia, the job market process is one that every Ph.D. graduate must go through to find a job,” Morris said. “The process is laborious. You are engaging in interviews and meeting with people nonstop for days. I consider the job market experience through the lens of a neurodivergent person and make suggestions that might allow them to be more comfortable and, by extension, perform better in the interview process. For example, hiring committees could select a couple of social activities instead of requiring that folks spend the entirety of the interview socializing and getting overwhelmed by the experience as a result.”
She said the basis of her suggestions is to not assume that all people thrive in the same circumstances, but instead to ask people what they need to succeed. Many of her recommendations benefit everyone, not just those who are neurodivergent.
“I liken my suggestions to the creation of sidewalk access for wheelchair users,” Morris said. “The ramp was designed for that specific need, but it can be useful for everyone, like mothers with strollers or bicyclists.”
Providing students with more than technical skills
In addition to her research on the neurodivergent experience, Morris hopes to prepare neurodivergent students for the gamut of social challenges and unwritten rules they might face when they enter the workforce.
“We have a responsibility as educators not only to educate students on the technical component of their jobs but also on all the other parts,” Morris said. “In many ways, life after graduation is less structured than in a college setting. You are no longer required to attend classes or submit assignments, but now you have responsibilities at work, and the criteria for success are often less clearly defined. This can be particularly challenging for neurodivergent individuals for whom clear expectations are critical. In addition, success in the workplace is often determined not only by technical performance, but also by social inputs, such as relationships with colleagues and clients. Social interactions can be particularly challenging for neurodivergent folks.”
Morris added that the lack of structure in the workplace might create an opportunity for some, since many neurodivergent individuals thrive with autonomy, and life after graduation provides ample opportunity to build a life and career that works for each person’s strengths and needs. The keys are understanding your sensory limits, learning how to regulate after periods of intense social interaction and setting boundaries in the workplace.
Building community
Morris is not only trying to help students adapt, but she is also helping her NAU colleagues by creating a community for neurodivergent faculty and staff to share their experiences and talk about challenges they are facing. The NAU Alliance for Neurodivergent Faculty and Staff was created by Morris and two fellow neurodivergent faculty and staff members on campus. Together, they developed a space for neurodivergent individuals to gather in the workplace.
“We meet once a month by Zoom to share our experiences as neurodivergent individuals at NAU,” Morris said. “Participants have shared that they are grateful for the space to connect and be their authentic selves. We encourage participation in whatever form folks are comfortable with. They can use the chat to type their contributions; they don’t have to use the camera. Providing these alternative forms of engagement can also be modeled in other spaces on campus.”
Morris said she chose to share her diagnosis because she believes it is misunderstood. Most research about the autistic experience is not conducted by people who are autistic.
“This, combined with significant changes to how we define and measure autism over time, has led to general confusion and stereotypes about the neurotype,” Morris said. “The stigma around the diagnosis feels particularly prevalent in the business community. I don’t believe that being autistic is something that I should be ashamed of or something that I should have to keep to myself. I hope that by sharing my story, I can normalize being open about neurotypes in the workplace. I hope to educate the NAU community about the autistic experience and hopefully improve this experience for others.”
Mariana Laas | NAU Communications
(928) 523-5050 | mariana.laas@nau.edu