Neurominority/NEW-row-my-NOR-ih-tee/

Neurominority refers to distinct population sharing particular form of neurodivergence—neurological differences deviating from what society considers typical. Unlike broader neurodivergence (which can include temporary/acquired differences), neurominorities are characterized by largely innate neurological variations integral to identity and cognition.

Three key criteria: shared neurodivergence (members share similar neurological difference like autism, ADHD, dyslexia, Tourette syndrome), intrinsic identity (neurodivergence largely innate and integral to how members think/perceive/interact with world), systemic marginalization (neurotypical majority responds with prejudice, misunderstanding, discrimination, oppression, frequently pathologizing differences).

Each neurominority has distinct experiences, needs, culture, and forms of discrimination, while sharing common ground in facing marginalization within neurotypical-dominated systems. Concept emphasizes populations face systematic barriers and prejudice that are socially constructed rather than inherent to neurodivergence itself—shifts focus from "fixing" individuals to changing systems and attitudes.

Neurominority provides important political and identity language. Connects neurodivergent experiences to broader frameworks of minority rights, social justice, systemic oppression. Many neurominority communities developed own cultures, advocacy strategies, mutual support networks.

Explains why accommodations and acceptance are civil rights matters, not charity. Validates collective discrimination experiences—from exclusion from education/employment to facing conversion therapy or institutionalization.

Neurominority communities advocate for: self-representation and self-advocacy (not being spoken for by others), recognition of both challenges and strengths, systemic change (not individual "treatment" or "normalization"), cultural preservation and celebration of their ways of being.

Neurominority framework aligns with research showing many neurodivergence forms have strong genetic components, appear consistently across cultures and history. Supported by studies demonstrating much disability associated with neurodivergence stems from environmental barriers and social attitudes rather than inherent limitations.

Double empathy problem research shows communication difficulties arise from neurotypical-neurodivergent mismatches rather than deficits. Studies on autistic burnout, masking, minority stress demonstrate how discrimination and conformity pressure create additional mental health challenges for neurominority populations. Disability studies research shows social models better explain challenges than medical models focused on individual pathology.

Identity and Language

Individual preferences vary widely regarding language and identity. Some embrace identity-first language ("autistic person"), others prefer person-first ("person with autism"). Many appreciate political empowerment that comes with neurominority identity, others focus more on individual accommodation needs.

Term acknowledges being part of neurominority isn't just about individual difference—it's about belonging to distinct population with shared marginalization experiences and often shared culture and community.

Practical Strategies

Free/Low-Cost Options:

• Connect with neurominority-led organizations and communities online for mutual support and advocacy (free)
• Learn about your specific neurominority from community advocates, not just medical sources (free)
• Practice self-advocacy language explaining your needs as access requirements, not preferences (free)
• Document discrimination experiences for potential civil rights complaints if needed (free)
• Join or create peer support groups with others sharing your neurominority status (free)

If Possible:

• Seek therapists/healthcare providers from your neurominority community who understand from inside
• Contribute to or volunteer with neurominority-led advocacy organizations
• Pursue legal consultation if facing systemic discrimination at work/school
• Attend neurominority-specific conferences/events for community connection and learning

Why This Works: Neurominority framing shifts from "what's wrong with me?" to "what systemic barriers am I facing?" Reduces internalized ableism, builds collective power for change. Minority rights frameworks historically achieved systemic change other approaches couldn't—same applies to neurominorities.

For Families, Schools, and Workplaces

Families:

• Teach neurominority children about their identity as part of natural human diversity with distinct culture
• Connect children to neurominority adult role models and communities
• Advocate for systemic accommodations, not just individual "fixes"
• Resist pressure to normalize/erase neurominority identity through conversion approaches

Schools:

• Recognize neurominority students face systemic barriers, not just individual deficits
• Include neurominority perspectives in curriculum (autistic authors, ADHD scientists, dyslexic artists)
• Design universally accessible learning environments benefiting all students
• Support neurominority student groups and self-advocacy development

Workplaces:

• Frame accommodations as civil rights, not special favors or medical issues
• Include neurominority employees in decision-making about accessibility and inclusion
• Create genuinely flexible environments instead of expecting masking/conformity
• Recognize neurominority employees bring valuable different perspectives and skills

Intersectionality

Neurominority status intersects with race/ethnicity (Black/Brown neurominorities face compounded marginalization—both ableism and racism—often misdiagnosed or denied diagnosis entirely, face harsher consequences for non-conformity), gender (women/girls in neurominorities often misdiagnosed or diagnosed late, face different expectations around masking and social performance), class (working-class/poor neurominorities lack access to diagnosis, accommodations, therapies middle-class people access, face criminalization instead of support), and culture (neurominority expression varies across cultures—what's considered "disorder" in one culture may be valued difference in another, Western medical model dominates globally despite cultural variation).

Do's and Don'ts

Do's:

• Recognize neurominority identity as valid and political
• Support self-advocacy and community leadership
• Frame accommodations as civil rights, not charity
• Learn from neurominority communities themselves
• Acknowledge distinct experiences of different neurominorities

Don'ts:

• Assume all neurominority experiences are the same
• Pathologize or infantilize neurominority communities
• Speak for neurominorities without including their voices
• Expect neurominority people to "overcome" or hide their neurotype
• Treat neurominority needs as less legitimate than other accessibility needs

Quick Tips

Today:

• Read one article/post from neurominority advocate from your own or another neurominority
• Notice one systemic barrier you face (not "personal deficit")

This Week:

• Connect with one neurominority-led online community or organization
• Practice one self-advocacy phrase framing your needs as access requirements

This Month:

• Identify one systemic change (at work/school/community) that would improve access for your neurominority
• Share one resource about neurominority framework with someone who could benefit

Neurominority is both descriptive and political term connecting neurodivergent experiences to minority rights and social justice frameworks. Plural "neurominorities" acknowledges different neurodivergent populations have distinct experiences while sharing common ground in facing systematic marginalization. Some prefer "neurodivergent populations" or "neurodivergent communities" as alternatives, though these may lack explicit political framing neurominority provides. Term coined by Nick Walker (2004) to emphasize civil rights dimensions of neurodivergent experiences.