Autism, gender, and identity in college students

Abstract

Abstract Purpose This study aims to investigate how assigned female at birth (AFAB) autistic individuals view their autism and gender identities and their relationships. Methods This is a qualitative, interview-based study of 10 college students who identify as autistic and were assigned female at birth. Participants shared their experiences with autism diagnosis, gender identity, and navigating their sense of self. Results The study found four themes: (i) Many types of diagnosis obstacles exist, as do mitigating factors for some of these obstacles; (ii) Various motives led participants to camouflage, but negative effects motivated many to reduce camouflaging behavior; (iii) Autism is related to both perceptions and enactions of gender; and (iv) Autism impacts identity in multiple ways outside of gender. Conclusion This study makes observations and raises questions about autism’s relationships with gender and transgender identities. This study largely agrees with and builds on patterns found in the existing literature while adding the voices of autistic individuals to the literature.