Understanding Intersectionality: Neurodivergence and Latino Culture

Intersectionality refers to the way different aspects of a person’s identity, such as race, gender, ethnicity, and neurodivergence, overlap to shape their experiences. Students who belong to multiple marginalized communities often face challenges that go unnoticed in traditional school settings. For educators, understanding intersectionality is important because it influences how students engage with learning, interact with peers, and access support. Without this awareness, schools risk overlooking the additional pressures neurodivergent students of color face, which can lead to inadequate support and missed opportunities for accommodations.

In the “Intersectionality: Understanding Neurodivergent Latino Students” episode of the All Kinds of Minds podcast, Social Cipher’s founder and CEO Vanessa Castañeda Gill shared how her identity as an autistic Latina student with ADHD impacted her education and self-perception.

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How does intersectionality impact Latino students?

The Pressure to Mask Multiple Aspects of Identity

Neurodivergent students often feel pressure to mask their traits to align with neurotypical expectations. This can extend beyond neurodivergence to cultural identity. Many Latino students, for example, may downplay their heritage, avoid speaking Spanish in public, or hesitate to request accommodations for fear of standing out. They may feel pressure to not only mask their neurodivergence, but to mask their culture as well. Vanessa shared that when she was in school, she avoided speaking Spanish and wearing traditional clothing in predominantly white space to blend in. Constant masking of neurodivergent and cultural identity can lead to anxiety, depression, feelings of isolation, and a weakened sense of self.

Cultural Expectations

Latino culture often places a strong emphasis on qualities such as hard work, productivity, and self-reliance. While these traits are positive in many contexts, these cultural expectations can create pressure for neurodivergent students to push through challenges without seeking support. Vanessa explained that this mindset can lead to feelings of inadequacy when students struggle with tasks that others handle easily. Without encouragement to self-advocate, Latino students may hesitate to ask for accommodations or express their needs out of fear that asking for help will make them look weak. This reluctance can lead to unmet needs and reinforce feelings of isolation, making it harder to thrive academically.

In addition to expectations about seeking help, some Latino families may misinterpret or dismiss neurodivergence. While this is not unique to Latino culture, the lack of representation of neurodivergent Latino individuals can make it harder for Latino individuals to recognize neurodivergence in their own children. Families may avoid seeking a diagnosis or accommodations due to fear of judgment or the belief that their child just needs more discipline.

Lack of Representation in Curriculum and School Environments

During the podcast, Vanessa shared that “seeing others who reflected aspects of her identity, whether through neurodivergence, culture, or both, helped me gain confidence and self-acceptance.” When students do not see themselves reflected in schools (in the curriculum, among educators, in school policies, etc.), it can reinforce feelings of isolation and make it harder to feel a sense of belonging. If classroom materials rarely reflect Latino culture or neurodivergent experiences, students may struggle to see their own identities valued and understood.

When educators share students’ cultural backgrounds, have training in neurodiversity-affirming practices, or take time to learn about different cultures, neurodivergent Latino students can more easily connect with them and feel more comfortable requesting support. 

How can educators better support neurodivergent Latino students?

1. Provide Resources in Multiple Languages 

Some of the pressures neurodivergent Latino students face stems from lack of access to resources that teach about neurodivergence. Providing resources in multiple languages makes information more accessible and demonstrates respect for all families’ cultural backgrounds. These resources should go beyond definitions and include real-life examples that reflect cultural variations in understanding neurodivergence. Educators can also:

• Offer bilingual workshops that explain available support services.
• Provide handouts and guides on neurodivergence that include cultural considerations.
• Foster open communication between families and schools to build trust and encourage advocacy.

2. Normalize Asking for Help and Reduce Shame

Students from cultures that emphasize self-reliance and see asking for help as a sign of weakness. Educators can counter this by creating a classroom culture that normalizes seeking support.

Ways to encourage open communication include:

• Regular one-on-one check-ins rather than waiting for students to ask for assistance.
• Reinforcing that asking for help is a sign of strength, not weakness.
• Providing alternative ways for students to express their needs, such as written check-ins or anonymous feedback forms.

By creating a judgment-free space, educators can help students feel comfortable advocating for themselves.

3. Foster Representation and Belonging

When students see themselves represented, they feel more confident embracing who they are. Representation goes beyond the curriculum and extends into how students experience their school environment. Educators can foster representation and belonging by:

• Including a variety of voices and perspectives in lesson plans and classroom discussion
• Acknowledging and celebrating different cultural backgrounds through classroom activities
• Ensuring neurodivergent students are seen and valued 
• Inviting guest speakers
• Hosting cultural events

With DEI (diversity, equity, and inclusion) being a controversial topic, it is important for schools to remember that ensuring representation in schools is not a form of discrimination nor favoritism. In fact, a school that does not fairly represent the diverse backgrounds of students is engaging in exclusionary practices that marginalize underrepresented students and denies all students the opportunity to develop the awareness and understanding necessary to thrive in a multicultural world. 

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The best way educators can support all students is to actively ensure they do not feel the need to hide aspects of their identity. When educators acknowledge how culture and neurodivergence intersect, they can remove barriers and obstacles that negatively impact their school experience and well-being. By fostering representation, encouraging self-advocacy, and learning more about students’ unique experiences, educators can create environments where all students feel respected, supported, and valued.

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Sources

Castañeda Gil, Vanessa. "Intersectionality: Understanding Neurodivergent Latina Students." All Kinds of Minds Podcast, Episode 5. Link

Everyday Speech. "Understanding Masking." Link

National Autistic Society. "Autistic People and Masking." Link

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