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Neurodivergence is a social-cultural identity not exclusively tied to any condition but often used by individuals with neurodevelopmental conditions. In scientific literature, neurodivergent is widely operationalized as autism, ADHD, and learning conditions (Clouder et al., 2020). The present study investigated the proportion of college students who identify as neurodivergent and which diagnostic labels they use to describe themselves in a sample of 215 Binghamton undergraduate students (M age = 18.93 years, SD = 1.20). Among those who identify as neurodivergent (n = 28), 75% reported a clinical and/or self-diagnosis of a neurodevelopmental condition, and 25% reported having non-neurodevelopmental conditions such as anxiety and depression. These findings shed light on the evolving definition of neurodivergence as a social phenomenon in contrast to disorder-based research criteria. Demographic information will also be compared across the neurodivergent and non-neurodivergent identifying groups.



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The Evolving Concept of Neurodivergence and Challenges in Operationalizing Diversity