Expériences sociales et développement de l’identité au lycée selon les perspectives de trois adolescentes autistes

Titre original en anglais : Social Experiences and Identity Development in High School From the Perspectives of Three Autistic Girls

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

À propos de la mention auteur·ice autiste

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Kofke, M., Brown, H. M., & Lindstrom, L. (2025). Social Experiences and Identity Development in High School From the Perspectives of Three Autistic Girls. Career Development and Transition for Exceptional Individuals, 49(2), 112-123. https://doi.org/10.1177/21651434251337452

Titre de la revue ou du livre
Career Development and Transition for Exceptional Individuals
Éditeur
SAGE Publications
Volume
49
Problème
2
Pages
112-123
Date de publication: 09/05/2025 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

Cette publication est intégrée dans AutiHub via :

Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Marisa Kofke
  2. Heather M. Brown *
  3. Lauren Lindstrom

Résumé

Bien que les élèves autistes qui s’identifient comme filles passent une grande partie de leur temps à l’école, on sait peu de choses sur leurs perspectives ou sur les effets des expériences scolaires sur le développement de leur identité autiste. Cette étude se concentre sur les expériences scolaires de trois adolescentes autistes de l’ouest des États-Unis inscrites à un enseignement des compétences sociales et sur l’impact de cet enseignement sur leur identité. En utilisant les méthodes de l’Analyse phénoménologique interprétative, les auteurs présentent les résultats selon quatre thèmes : sentiment d’altérité, camouflage pour survivre, apprentissage sur l’autisme et la neurodiversité, et autoconstruction autiste. Les implications de cette étude comprennent l’intégration de concepts de neurodiversité au lycée afin de soutenir le développement positif de l’identité autiste des jeunes autistes qui s’identifient comme filles.

Although autistic students who identify as girls spend much of their time at school, little is known about their perspectives or the effects of school experiences on the development of their autistic identity. This study focuses on the school experiences of three western U.S. teenage autistic girls enrolled in social skills instruction and the impact of this instruction on their identity. Using Interpretative Phenomenological Analysis methods, the authors present the findings in four themes: sense of otherness, masking to survive, learning about autism and neurodiversity, and autistic self-construction. Implications from this study include incorporating neurodiversity concepts into high school to support the positive autistic identity development of autistic youth who identify as girls.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 17:07.

Références citées
74
Avec un DOI
63
Sans DOI, à partir du texte brut de la bibliographie
10
16 / 74 (21,6 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
4 / 74 (5,4 %)
Références avec noms d’auteurices détectés
71 / 74 (95,9 %)
Sans nom d’auteurice détecté
3
Sans titre structuré
3
Sans identifiant stable
8
Références avec noms bruts d’auteurices restant à vérifier
4
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
241
À partir du DOI ou de métadonnées externes
241
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
24
144 / 241 (59,8 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 97 / 241 (40,2 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
26 / 241 (10,8 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 26 / 144 (18,1 %). Personnes distinctes identifiées comme autistes : 21 / 217 (9,7 %).
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