Bridging the Gap: How One Professor’s Journey Sheds Light on Autism in Accounting
April, recognized as Autism Awareness Month, offers a platform for individuals like Landi Morris, an assistant professor of Economics, Finance, and Accounting, to share personal narratives. Her story as an autistic person navigating the world of accounting aims to dismantle misconceptions about autism and equip neurodivergent students for future careers.
Morris’s adult diagnosis of autism unveiled the unique hurdles she faced during her college years. The college environment, rife with social intricacies, overwhelmed her, leading to a constant sense of disarray.
“I was constantly rotating between classes, work and social gatherings,” Morris explained. “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.”
Upon entering the workforce, Morris encountered even more social demands and communication challenges. Her daily interactions with colleagues and clients were taxing, as she was often caught in a cycle of people-pleasing. These experiences fuel her current research aimed at aiding neurodivergent individuals in navigating professional environments.
“My research might be a little bit different from what is typically pursued in FCB,” Morris noted. “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.”
Her article in The CPA Journal, titled “The Autistic Accountant,” delves into her pre-diagnosis experiences in public accounting, offering insights into autism and the sense of belonging for neurodivergent individuals within the field.
“I wrote this piece to give voice to the autistic experience,” Morris expressed. “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.”
Advancing Workplace Inclusivity Through Research
Morris is actively identifying challenges faced by neurodivergent individuals in higher education and public accounting. Her research extends practical recommendations to both individuals and employers to enhance workplace success for neurodivergent employees.
“In academia, the job market process is one that every Ph.D. graduate must go through to find a job,” Morris stated. “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.”
Her suggestions emphasize the need to ask individuals what they require for success, benefiting not just neurodivergent people but everyone. “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.”
Equipping Students Beyond Technical Proficiency
Beyond her research, Morris is committed to preparing neurodivergent students for the nuanced social challenges they may face post-graduation.
“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 emphasized. “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 also sees the lack of structure in the workplace as an opportunity for neurodivergent individuals to thrive, provided they understand their sensory limits and establish boundaries.
Fostering a Supportive Community
Beyond student support, Morris co-founded the NAU Alliance for Neurodivergent Faculty and Staff, creating a space for neurodivergent individuals to share experiences and challenges.
“We meet once a month by Zoom to share our experiences as neurodivergent individuals at NAU,” Morris shared. “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 chose to disclose her diagnosis to combat misconceptions about autism, which she feels are prevalent in the business community. “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
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