The academic stereotype of the absent-minded professor who is valued for their in-depth subject knowledge and whose quirks and eccentricities are accepted by their peers is as faulty as the stereotype of the autistic as a white, adolescent, male maths wizard. Today’s academics are expected to teach, research, and engage in administrative and other activities. In this chapter thirty-two of the participants provide advice to autistic people considering a career in academia. They emphasise the importance of knowing what the role entails, both its strengths and its challenges; finding the right people to work with and to seek counsel from; knowing (and valuing) yourself; developing resilience; maintaining your well-being; and following your passion.

This chapter explores both the literal and figurative answers to the question of how the participants became autistic academics. From the literal standpoint, this includes pragmatic aspects such as the courses they studied and career pathways they followed, as well as the obstacles and successes they experienced in applying for positions in academia. From the figurative standpoint, it focuses on how and why they chose their particular disciplines and areas of research.