The role of gender in the identification of autism by pre-service teachers: Evidence from a six-country sample.
L’essentiel
Despite growing awareness, autism identification remains hindered by historical biases linking the condition to male populations and a limited understanding of the subtler female phenotype, which can delay timely educational referrals in schools. This study investigated how student gender (perceived binary gender: boy or girl) and autism phenotype (male or female behavioral profiles) affect autism identification by pre-service teachers. Using vignettes depicting children showing either a male or female autism phenotype, 709 pre-service teachers from six countries (Chile, Ecuador, France, Latvia, Spain, and the USA) considered possible diagnoses, confidence levels, and ranked likelihoods. Results revealed that student gender significantly influenced identification: autism was more frequently, confidently, and highly ranked when the vignette described a boy rather than a girl. The autism phenotype itself did not affect identification rates, though teachers showed greater confidence when judging the male phenotype. No interaction effects emerged between gender and phenotype. These findings suggest that pre-service teachers are still influenced by the stereotype of autism as a predominantly male condition. This study shows how teacher education training on gender bias in autism could be re-designed to promote earlier recognition and support for autistic girls who are often underdiagnosed or diagnosed late.
Synthèse détaillée
Résumé original
Despite growing awareness, autism identification remains hindered by historical biases linking the condition to male populations and a limited understanding of the subtler female phenotype, which can delay timely educational referrals in schools. This study investigated how student gender (perceived binary gender: boy or girl) and autism phenotype (male or female behavioral profiles) affect autism identification by pre-service teachers. Using vignettes depicting children showing either a male or female autism phenotype, 709 pre-service teachers from six countries (Chile, Ecuador, France, Latvia, Spain, and the USA) considered possible diagnoses, confidence levels, and ranked likelihoods. Results revealed that student gender significantly influenced identification: autism was more frequently, confidently, and highly ranked when the vignette described a boy rather than a girl. The autism phenotype itself did not affect identification rates, though teachers showed greater confidence when judging the male phenotype. No interaction effects emerged between gender and phenotype. These findings suggest that pre-service teachers are still influenced by the stereotype of autism as a predominantly male condition. This study shows how teacher education training on gender bias in autism could be re-designed to promote earlier recognition and support for autistic girls who are often underdiagnosed or diagnosed late.