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

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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

Date de publication: 09/05/2025 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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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

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
74
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
14 / 74 (18,9 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
18 / 240 (7,5 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 18 / 126 (14,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 13 / 216 (6,0 %).
Occurrences citées rattachées à la base AutiHub
126 / 240 (52,5 %)
Auteurices cité·es distinct·es rattaché·es : 103 / 216 (47,7 %)
Occurrences rattachées, non identifiées comme autistes
108 / 126 (85,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 108 / 240 (45,0 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 90 / 103 (87,4 %).
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