This study examined the influence of intersectional identities on ADHD symptoms and perceptions of the university classroom environment. Seven female undergraduates with self-reported ADHD symptoms completed in-depth interviews. Of the seven participants, two identified as Black, five as East Asian, four were domestic students, three were international students, and two identified English as their first language. Using reflexive thematic analysis, three themes were developed: intersectional impact on ADHD symptoms; intersectional impact on classroom perceptions; and psychological needs in the classroom. The first theme was the most common and contained two sub-themes: exacerbation and adaptation. The former revealed how the complex interplay of ADHD symptoms and intersectional factors aggravated academic struggles, while the latter demonstrated the resilience the participants exhibited in adapting to the classroom environment and overcoming academic challenges. All participants agreed that the classroom environment significantly impacted their educational experience. Participants’ perceptions of the physical classroom environment were associated with ADHD symptoms and other social identities. Their intersectional identities also significantly impacted their perceptions of the social environment in the classroom. The participants believed that classroom atmosphere and the instructor’s classroom strategies and sensitivity could mitigate the intersectional effects of ADHD symptoms and other factors. Overall, the participants’ challenges stemmed not only from experiencing ADHD symptoms but also from societal biases against their identities and the negative impact of multiple contexts, especially educational settings, that have shaped those identities. Despite these challenges, participants’ multiple identities, including ADHD symptoms, also provided them with unique resources and resilience.

Authors:
Lindsey Jaber, University of Windsor, Canada
Jingqiao Yang, University of Windsor, Canada

About the Presenter(s)
Dr. Lindsey Jaber, associate professor at the University of Windsor's Faculty of Education, is a registered clinical, school, and counselling psychologist. Her research focuses on educational psychology, mental health, and trauma.

Connect on Linkedin
https://www.linkedin.com/in/dr-lindsey-jaber-c-psych-a79135190

Connect on ResearchGate
https://www.researchgate.net/profile/Lindsey-Jaber

Additional website of interest
https://www.uwindsor.ca/education/472/dr-lindsey-jaber

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