Nelson, Tiffany (2024) “Before people see the autism, they see my race”: An intersectional exploration of the lived experiences of masking and camouflaging Black Autistic girls in UK education using IPA and DisCrit. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

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Abstract

Abstract The experiences of Black Autistic girls in UK schools are shaped by complex layers of identity that significantly impact their educational journey. Existing literature highlights a significant gap in research on the Black Autistic experience, particularly regarding masking and camouflaging Autistic traits. By centring the voices of Black Autistic girls with experience of masking and camouflaging in school, this research aims to address that gap, being the first of its kind. This study sets out the historical and current socio-political context of autism, disability, race, and gender, addressing the intersectional and socially constructed nature of identity. Employing Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with 4 Black Autistic girls aged 16-18 years. The findings revealed five group experiential themes that underscore the importance of acceptance and belonging, managing social norms, the intersection of autism with race and gender, sensory challenges, and the critical role of support and understanding. Using Disability Critical Race Theory (DisCrit) to understand these experiences at a societal level, this study argues the need for a nuanced understanding of how societal structures, rooted in norms of Whiteness and ability, impact their lives and strategies for social interaction, such as masking and camouflaging behaviours. This novel study's contributions are not only to enrich the academic discourse on intersectionality within autism research but also to inform and transform educational practices, with implications for practice being drawn from the research. It encourages Educational Psychologists and related professionals to actively challenge normative structures and advocate for equity, ultimately fostering environments where all students can thrive authentically. Strengths and limitations, along with potential directions for future research, are discussed.

Item Type:	Thesis (Professional Doctorate)
Additional Information:	Thesis submitted in partial fulfilment of the Professional Doctorate in Child, Community and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in association with the University of Essex
Uncontrolled Keywords:	Professional Doctorate in Child, Community and Educational Psychology, Neurodiversity, Disability Critical Race Theory
Subjects:	Communication (incl. disorders of) > Autism Groups & Organisations > Racial/Cultural Groups Learning & Education > Educational Psychology Research, Tests, Assessments > Interpretative Phenomenological Analysis
Department/People:	Children, Young Adult and Family Services Research
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/3023

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