Neurodivergent Perspectives on Vocational Success: A Qualitative Typology of Self-Positioning

This study explores how neurodivergent individuals define vocational success and how their personal definitions relate to dominant societal ideals. Using an adapted form of Strauss’ and Corbins Grounded Theory Methodology, 16 biographical interviews were conducted with participants identifying with traits of autism, ADHD, or high emotional sensitivity. The analysis revealed a typology of self-positioning toward vocational success: (1) congruent success (alignment of subjective and societal success), (2) discongruent success (external success without internal alignment), (3) divergent success (subjective success without societal recognition), and (4) lack of success (absence of both). These findings illustrate how neurodivergent individuals navigate, resist, or redefine success for themselves before the backdrop of societal success norms. The study contributes to an understanding of how opportunities for vocational success can be structured in ways that are not only socially recognized but also subjectively meaningful for neurodivergent individuals.