thesis
Exploring gender identity within the context of Asperger's syndrome
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Abstract
Gender identity is an integral part of who we are and can have a huge impact on
our functioning, behaviour, and psychological well-being. For years, researchers and
theorists have studied the developmental course of gender identity including why,
how, and when it is formed, and how it shapes our neurobiology and psychology.
The first chapter of this thesis reviews existing literature on the relationships
between gender identity and psychological well-being across the course of
childhood. The review indicates that psychosocial adjustment and self-worth are
highest when children feel secure in their gender identity, yet able to explore
gender atypical options. Feelings of gender atypicality or dysphoria are associated
with poorer psychological outcomes and vulnerability to mental ill health,
particularly depression.The review highlights various methodological limitations
within the literature and suggests improvements such as using more socially diverse
samples.
Chapter two presents an empirical study exploring gender and identity in adult men
with Asperger’s Syndrome capturing their perceptions of masculinity, gender-typed
behaviours, relationships, and societal influences. Interpretative Phenomenological
Analysis of the data suggests that for participants, identifying with male gender
provides a platform for fitting in by allowing them to learn from societal
stereotypes and rehearse playing ‘male’ roles. Participants displayed ambivalence
in their feelings of being drawn to the perceived safety of females but resenting the
‘feminine’ side of themselves. Recommendations are made for psychoeducation for Gender identity is an integral part of who we are and can have a huge impact on
our functioning, behaviour, and psychological well-being. For years, researchers and
theorists have studied the developmental course of gender identity including why,
how, and when it is formed, and how it shapes our neurobiology and psychology.
The first chapter of this thesis reviews existing literature on the relationships
between gender identity and psychological well-being across the course of
childhood. The review indicates that psychosocial adjustment and self-worth are
highest when children feel secure in their gender identity, yet able to explore
gender atypical options. Feelings of gender atypicality or dysphoria are associated
with poorer psychological outcomes and vulnerability to mental ill health,
particularly depression.The review highlights various methodological limitations
within the literature and suggests improvements such as using more socially diverse
samples.
Chapter two presents an empirical study exploring gender and identity in adult men
with Asperger’s Syndrome capturing their perceptions of masculinity, gender-typed
behaviours, relationships, and societal influences. Interpretative Phenomenological
Analysis of the data suggests that for participants, identifying with male gender
provides a platform for fitting in by allowing them to learn from societal
stereotypes and rehearse playing ‘male’ roles. Participants displayed ambivalence
in their feelings of being drawn to the perceived safety of females but resenting the
‘feminine’ side of themselves. Recommendations are made for psychoeducation for professionals and parents of children with Asperger’s syndrome around potential
gender identity confusion.
The third chapter presents a reflective review of the author’s experience of
conducting the research. The paper provides a personal insight into issues
pertaining to methodological processes, relationships with participants and
associated emotions