How Do Adolescent Autistic Girls Construct Self-Concept and Social Identity? A Discourse Analysis

Autor/in	Morgan, Rebekah
Titel	How Do Adolescent Autistic Girls Construct Self-Concept and Social Identity? A Discourse Analysis
Quelle	In: Educational Psychology in Practice, 39 (2023) 2, S.178-200 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morgan, Rebekah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2023.2181316
Schlagwörter	Adolescents; Autism Spectrum Disorders; Females; Self Concept; Social Influences; Foreign Countries; Clinical Diagnosis; Symptoms (Individual Disorders); Self Actualization; Individual Characteristics; Power Structure; United Kingdom; Canada; United States + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autism; Autismus; Weibliches Geschlecht; Selbstkonzept; Sozialer Einfluss; Ausland; Psychiatrische Symptomatik; Self actualisation; Selbstverwirklichung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Großbritannien; Kanada; USA
Abstract	A recent UK study found that 28% of autistic children were diagnosed with autism after starting secondary school, a stage where self-concept and social identity are the main developmental tasks. This study uses Foucauldian Discourse Analysis to explore the discourses ten girls with a diagnosis of autism use in their constructions of self-concept and social identity in interviews and written journals. The actions that are made possible through the discourses employed are considered. Three discourses which participants draw upon are: a diagnostic discourse; an individualistic discourse; and a normativity discourse. These discourses were used to construct the self as a "legitimised autistic", as "a person with support needs", as "uniquely individual", as a person "in the process of becoming" and as a "self in hiding from a hostile world". Social identities based around constructs of "fitting in" and "sticking out" were identified. Implications for practice are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01