The article reveals significant biases in autism diagnosis that disadvantage girls, who are often misidentified or overlooked due to the entrenched belief that autism predominantly affects boys. Research indicates that teachers are more likely to identify children named 'Jack' as autistic compared to 'Chloe', reflecting a profound gender bias. Additionally, many girls wait longer for diagnosis and frequently receive incorrect initial diagnoses. However, late-diagnosed autistic women are now sharing their stories, challenging misconceptions and emphasizing the need for greater awareness and accurate understanding of autism beyond male-centric narratives.
In diagnosing autism, the overwhelming narrative that autism is a male problem has led to the systematic sidelining of autistic females, obscuring their experiences and needs.
Teachers show a bias in identifying autism based on the name presented in vignettes, more readily diagnosing boys than girls, indicating deep-rooted gender bias in perceptions.
Many girls and women with autism receive incorrect initial diagnoses, highlighting significant gaps in understanding how autism manifests differently across genders.
Late-discovered autistic women are now finding their voices, revealing the structural flaws in diagnostic processes that have historically marginalized their experiences.
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