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Abstract
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Aims:
Autistic individuals across all age groups report more gender incongruence and gender-related questions compared to non-autistic peers. However, little is known about gender identity development in autistic individuals, and research regarding gender identity in autistic individuals often lacks longitudinal perspectives and underrepresents cisgender males. Therefore, this study explored how cisgender and non-cisgender autistic individuals experienced their gender identity development across time, with an additional focus on the factors facilitating or hindering a positive gender identity development.
Methods:
Semi-structured interviews on gender identity development were conducted with 15 autistic adults (aged 27–52). A qualitative longitudinal data analysis approach was applied combining phenomenological and process analyses, guided methodically by the Qualitative Analysis Guide of Leuven (QUAGOL). The study was participatory, involving the autistic community in refining the objectives and study design, discussing the results, and shaping the discussion.
Results and conclusion:
The phenomenological analysis revealed three themes: 1) Discovering a comfortable identity; 2) Negotiating oneself with the environment; 3) Society shaping the realm of possibilities. The process analysis identified three additional themes: 1) Learning by experience; 2) Gender development is demanding; 3) Gender interpretation changes throughout development. Gender-related concerns were present in both cisgender and non-cisgender autistic individuals, and were shaped by individual, environmental, and societal factors. Gender identity development was experienced as intertwined with autism and demanding. The findings underscore the importance of creating supportive environments, fostering peer connections, and ensuring appropriate timing and conceptualization of autism diagnoses to support positive gender identity development. The findings also highlight the potential value of attuned sexual education and tailored support on gender identity, specifically for cisgender and non-cisgender autistic children, adolescents, and young adults, to better address their unique needs throughout their development. Future research should prioritize longitudinal studies, refine methods to include autistic individuals with intellectual disabilities, and develop interventions that foster self-identification and reduce minority stress for both cisgender and non-cisgender autistic individuals.
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