Award Date

5-1-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Early Childhood, Multilingual, and Special Education

First Committee Member

Joseph Morgan

Second Committee Member

Gerilyn Slicker

Third Committee Member

Alain Bengochea

Fourth Committee Member

Jonathan Hilpert

Number of Pages

160

Abstract

This qualitative, phenomenological study examines how autistic women characterize and interpret their experiences, beliefs, and self-perceptions within the framework of the neurodiversity paradigm. Guided by a social constructivist epistemology, this study explores the complex intersections between autistic women’s experiences of diagnostic processes, gendered socialization, and identity formation in autistic women. Through semi-structured interviews with ten autistic women, themes emerged around gender differences between autistic men and women, external versus internal self-perception, diagnostic age and self-perception, sensory overload and its consequences, and the journey from feeling othered to finding one’s place socially. Findings suggest that delayed diagnosis and persistent societal pressures to conform to normative feminine roles significantly distorted self-perception and hinder authentic self-concept development. However, exposure to neurodiversity-affirming discourses—including stimming destigmatization, the use of identity-first language, and the reconceptualization of autism as a strength—has the potential to radically reshape autistic women’s internal narratives. Participants who engaged with neurodiversity frameworks described increased self-compassion, existential clarity, and a reclaimed sense of personal empowerment. This study addresses critical gaps in the literature by amplifying underrepresented voices and synthesizing three previously siloed domains: autistic self-perception, neurodiversity orientation, and women’s gendered experiences of autism. Ultimately, these findings highlight a need for more aware diagnostic practices, increased autistic representation in practitioner roles, and the widespread adoption of neurodiversity-affirming frameworks to support the flourishing of autistic women.

Keywords

Camouflaging; Female Phenotype Theory; Feminist Disability Theory; Gender Bias in Diagnosis; Late Diagnosis; Neurodiversity Movement

Disciplines

Disability Studies | Gender and Sexuality | Special Education and Teaching | Women's Studies

File Format

pdf

File Size

3900 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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