The Education Experiences of Autistic Women and Nonbinary People: An Interpretive Phenomenological Analysis

Abstract

Research concerning the experiences of autistic women and nonbinary people has been identified as a gap in the literature of autism studies, despite growing evidence suggesting that these groups may have unique experiences compared to autistic men, particularly in the domain of education. This article attempts to address this gap in the literature of autism research by elucidating the education experiences of autistic women and nonbinary people. To address this research aim, a methodology of interpretive phenomenological analysis was adopted, and interviews were conducted with autistic female and nonbinary participants concerning their experiences throughout education. From these participants’ experiences, broad themes of discussion emerged, concerning the challenges and triumphs participants experienced in education. These findings are discussed within the context of existing literature concerning both autism in education and the experiences of autistic people of marginalized genders.