Educating for Authenticity? A Discussion of Impression Management in the context of Cross-Neurotype and Cross-Cultural Communication with Possible Implications for Education

Abstract

One of the most significant challenges that neurodivergent individuals face is the struggle to maintain a sense of authenticity when confronted with strong pressures to conform to the behaviors and norms expected by the majority. This issue arises in everyday settings, with notable implications healthcare and professional contexts and especially in educational settings. In this paper, we will explore whether a radical shift in the current educational system is necessary to safeguard the authenticity of vulnerable individuals, considering authenticity as a right rather than a privilege. First, we will examine how educational practices often sacrifice the authenticity of autistic students, encouraging them to conform to neurotypical behaviors through masking and impression management techniques. Such approaches can have significant consequences, including heightened stress, emotional exhaustion and suicidality. Similarly, foreign-born students face pressures to assimilate, which can lead to the suppression of their cultural identities and a loss of self. Drawing parallels between the experiences of autistic individuals and immigrants, the paper explores how both groups navigate social spaces that demand conformity to either cultural or neurotypical norms, often at the expense of their authentic selves. In the second part of the paper, we will take into consideration the opportunity and the ethical urgency of possible solutions for preserving the authenticity of minority groups as those we analyze (although parallels and implications can be extended to other marginalized identities), such as incorporating neurodiversity and cultural diversity into the curriculum, adopting more flexible assessment methods, and providing training for educators on recognizing and supporting authentic self-expression. The paper also presents arguments favoring reforming educational settings to preserve authenticity, emphasizing the potential benefits for well-being and equity. However, it balances this perspective by considering the challenges of such reforms, including pushback from administrators, acknowledging the need to prepare students to navigate broader social norms as long as the social spaces are dominated by neuronormativity, and the practical difficulties of implementing systemic changes. Ultimately, the paper highlights the complexity of the issue and calls for a nuanced approach to fostering authenticity in education.