{"title":"青春期自闭症女孩如何构建自我概念和社会认同?话语分析","authors":"Rebekah Morgan","doi":"10.1080/02667363.2023.2181316","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How do adolescent autistic girls construct self-concept and social identity? A discourse analysis\",\"authors\":\"Rebekah Morgan\",\"doi\":\"10.1080/02667363.2023.2181316\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":45942,\"journal\":{\"name\":\"Educational Psychology in Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2023-02-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Psychology in Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/02667363.2023.2181316\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology in Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02667363.2023.2181316","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
How do adolescent autistic girls construct self-concept and social identity? A discourse analysis
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.