Gundy Kaupins, professor of management, and his coauthor had their paper, "The impact of autism disclosure and course subject on student preferences for hiring autistic faculty," published in the International Journal of Education Research.

Their study examines whether disclosing an autism diagnosis influences a hiring process. The study was done through students evaluating autistic job candidates applying for university instructor positions. Candidates in the study were presented as teaching either mathematics - often stereotypically associated with autism - or management, a less stereotypical subject.

Students were asked to observe and evaluate the candidates, reflecting the real role students can play in faculty hiring processes.

The findings suggest that the teaching subject did not significantly affect students' willingness to support hiring autistic instructors who disclosed their condition. Instead, students placed greater importance on core teaching skills such as connecting with students, clearly explaining concepts, empathy and building trust in the classroom.

These interpersonal and instructional qualities outweighed assumptions about subject matter or perceived "person-job fit," and student gender did not influence hiring preferences.

Overall, the study highlights that strong teaching ability matters more than stereotypes.

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