Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Arts and Social Sciences Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Arts and Social Sciences Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Investigating the effects of perceived student gender on primary school teachers' recognition of autism

      Ward, Tanwen B.; Curtis, Cate; Seehagen, Sabine
      Thumbnail
      Files
      Psychology in the Schools - 2022 - Ward - Investigating the effects of perceived student gender on primary school teachers .pdf
      Published version, 482.8Kb
      DOI
       10.1002/pits.22667
      Find in your library  
      Permanent link to Research Commons version
      https://hdl.handle.net/10289/14754
      Abstract
      Recent research indicates that autism is under-recognized in girls and women. The current study investigated whether the gender-based assumptions of teaching staff impact the identification of autism. A survey was completed by 249 primary school teaching staff. After reading a vignette describing the behavior of a hypothetical child whose gender was randomly assigned, participants answered questions regarding possible reasons for the behavior described, including mental health and disability diagnoses and their confidence in their chosen answers. The gender of the described child was not found to have an impact on the likelihood of choosing autism as a potential diagnosis, suggesting that the participants did not make gender-based assumptions about autism characteristics. Higher qualified teachers were less confident in their answers than those with lower or no qualifications. Teachers may have more nuanced understandings of the complexities of autism than had been expected. Further research into the effect of gender on autism identification is needed.
      Date
      2022
      Type
      Journal Article
      Publisher
      Wiley
      Rights
      This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial‐NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.

      © 2022 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC
      Collections
      • Arts and Social Sciences Papers [1359]
      Show full item record  

      Usage

      Downloads, last 12 months
      34
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement