Autism and Gender: Examining Special Educators’ Perceptions of Female Students with Autism Spectrum Disorder
Open AccessAutism spectrum disorders (ASD) are reported to occur in all racial, ethnic, and socioeconomic groups; however there does appear to be a gender bias, in that on average ASD is 4 to 5 times more likely to occur in boys than in girls (CDC, 2020). This study sought to examine and explore the ASD-gender phenomenon based on the perspective of the educator, specifically teachers of students with ASD. More specifically, this study examined the perceptions of secondary (middle and high school) teachers who work with male and female students diagnosed with ASD. Qualitative research was used to gain insight into teachers’ experiences working with females with ASD, as well as their perceptions of gender differences.This study used semi-structured interviews to examine the perceptions of 16 secondary (middle and high school) teachers who work(ed) with female students suspected of and/or diagnosed with ASD. During the interviews, participants shared stories about male and female students undiagnosed and/or diagnosed with ASD. In their stories, participants described the cognitive and behavioral needs of female students, spoke to similarities and differences of male and female students with ASD, and described supports that they have used in supporting their students. Emergent themes included: (1) misdiagnosed and undiagnosed females, (2) quietness, (3) social awkwardness, and (4) academic struggles. Themes around gender specific differences included a higher prevalence for male students in the areas of: (1) difficulty completing academic tasks, (2) inflexible adherence to routines, (3) externalizing behaviors, and (4) giftedness. As for effective supports and intervention, the overarching theme spoke to a lack of available support for female students with ASD in comparison to their male counterparts.
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