The Neurodivergent Identity (part 2): intersectionality, identity timing and acceptance

Intersectionality is a theoretical framework developed by legal scholar Kimberlé Crenshaw in the late 1980s to explore the overlapping and interconnected nature of social identities and how these intersections shape individuals' experiences of privilege, discrimination, and oppression[1.]. Crenshaw introduced this concept in response to the limitations of first and second-wave feminism, which often framed inequality in simplistic terms of oppressors versus the oppressed. She argued that Black women face a different problematic: compounded discrimination that cannot be fully understood by considering race or gender alone; it is the intersection of these identities that amplifies inequality[2.].

This framework over the decades has been expanded to highlight how multiple forms of identity—such as race, gender, class, sexuality, and disability—interact to create unique experiences of marginalisation or privilege. Although the terms stems from a tool to examine inequality it can also help examine the intersection of multiple identities and the unique aspect someone can bring in celebrating the uniqueness of being human.

The Intersection of Neurodivergence Identity and Race Identity

Research[3.][4.] indicates that there are disparities in the diagnosis across various racial and ethnic groups who are often diagnosed as autistic at a later age compared to their White counterparts. These disparities can be attributed to a range of factors, including limited access to healthcare services, lack of awareness about autism symptoms, cultural beliefs, and stigma surrounding mental health in certain ethnic communities. Additionally, healthcare providers may have biases or insufficient training in recognising autism symptoms in individuals from diverse backgrounds. Overall these highlights the increased discrimination from the intersection of Neurodivergence and race.

Let's examine a hypothetical situation to give an example. Imagine two autistic individuals from different racial backgrounds, shopping at the same supermarket. Both exhibit similar autistic traits: they stim by flapping their hands, wear sunglasses indoors to manage hypersensitivity to fluorescent lights, and use headphones to block overwhelming noise. While their behaviours are identical and purely due to being autistic, their experiences in the supermarket may differ significantly.

The autistic shopper, who is from a minority racial background, may encounter heightened surveillance whether the supermarket security guard maybe influenced by racial stereotypes thus misinterpreting their behaviour as suspicious. Wearing sunglasses indoors could be viewed as an attempt to conceal their identity, and stimming might be seen as nervousness or an indication of wrongdoing. This comparison highlights how the intersection of race and disability shapes individual experiences.

The Intersection of Neurodivergence Identity and Gender & Sexuality Identify

Paraphrasing from the article in The Transmitter title: "Gender and sexuality in autism, explained.[5.]"

Studies show that gender identity and sexuality are more varied among autistic people, with autism being three to six times more common in people who don't identify as their assigned sex than in the general population. Gender identity is a person’s internal sense of gender. Those who identify with their assigned sex are cisgender, while others may identify as transgender, nonbinary, or gender fluid. Gender dysphoria is the condition where a person experiences significant discomfort or distress because their gender identity differs from the sex they were assigned at birth. The social identity nomenclature is "gender diverse" is an umbrella term for various gender identities, similar to "neurodiverse" for cognitive variations like autism and ADHD.

The Study also indicate higher rates of gender diversity in autistic individuals. In the Netherlands, 15% of autistic adults identify as trans or nonbinary, compared to less than 5% in the general population. Sexuality is also more varied in autistic individuals. A 2018 study found only 30% of autistic people identified as heterosexual, compared to 70% of neurotypical individuals. Additionally, 8% of autistic women identified as exclusively heterosexual in a 2020 study, with half identifying as cisgender.

The relationship between autism and gender diversity is intricate and still not fully comprehended. Several factors contribute to this observed association. For instance, autistic individuals may exhibit a distinctive cognitive style characterised by a more deliberate processing of social algorithms and disregarding of social norms. This cognitive pattern, marked by heightened attention to detail and analytical thinking, could influence how individuals perceive and engage with gender identity. They may challenge or deviate from traditional gender roles, forming their own interpretations of gender based on their unique perspectives and experiences.

Moreover, there may be shared neurobiological pathways or genetic predispositions underlying both autism and gender diversity. Research[6.] suggests that specific genetic variations or neurodevelopmental differences could increase the likelihood of both autism and gender dysphoria, indicating a potential overlap in the biological mechanisms governing these conditions.

A 2023 study[7.] makes an important conclusion on the intersectionality of neurodivergence and gender diversity; namely that young individuals tended to prioritise their gender identity over their neurodivergence identity, sometimes distancing themselves from their neurodivergence diagnosis; suggesting concern that it may be perceived as a cause of their dysphoria especially by their parents if they have opposing views.

This intersection highlights the importance of providing post-diagnostic support groups for autistic young people to help them navigate their autism diagnosis, address social challenges, and access gender-focused support for gender dysphoria separately.

The Neurodivergent Identity

Incorporating neurodivergence into one's identity depends on a number of key factors: namely acceptance of neurodivergence, timing of diagnosis, and the level of personal and social drives influenced by neurodiversity.

• Acceptance of diagnosis: The concept of the "neurodivergent person" is not inherent but originated as a psychiatric diagnosis shaped by the scientific institutions to pathologise and define neurodivergence in terms of scientific advancement often over the lived experience[8.]. The definition and funding direction is traditionally dictated by non-autistic researchers and medical professionals historically holding authority over defining such neurological conditions.

  
  

  Dehumanising approaches include portraying autistic people as economic burdens, lacking moral selves or personhood, being inherently selfish or sub-human, and requiring "rebuilding" into "proper humans."[9.] Some studies have made degrading comparisons to non-human animals, such as apes or robots, and even proposed eugenics for autistic individuals, with exceptions for those deemed economically productive or socially normative. Although not all autism research is dehumanising, the historical context underscores a need for more inclusive and respectful approaches to understanding autism.

  
  

  Thankfully a positive shift over time has occurred due to changing public awareness, with neurodiversity activist at the forefront to increase education from being viewed as a mental illness to a cognitive condition and an essential part of human evolution. Despite the now growing emphasis on ethical, participatory neurodiversity research, much traditional autism research has dehumanised neurodivergent individuals.

  
  

  The reason I give the historic perspective is the effect it has played on public perception of neurodivergence and demonstrates how the neurodivergent identity has been interpreted over the years. One major contributor for education and awareness is the media as I discussed in the article: Breaking Stereotypes: Media Portrayal of Autism. Note the type of media can create vastly different narratives as described in the 2022 paper[10.]:

A survey of 198 Australian adults with an autism diagnosis showed that learning about autism from conventional sources (e.g., professionals, parents) was associated with more internalised stigma, lower endorsement of special abilities and autism identity, whereas online blogs and social media showed the opposite pattern as well as more accurate knowledge of autism. The findings raise questions about how authoritative sources of information discuss autism.

This discourse effectively frames the views and often stigma's associated with neurodivergence and plays a pivotal role in the acceptance.

• Timing of diagnosis: Although neurodivergent condition such as autism and ADHD are genetic, hence present since birth, the timing of diagnosis can play a significant part of an individuals identity.

  
  

  In early childhood, a person's identity is mediated largely by parents or caregivers. Young children may not fully grasp the implications of being neurodivergent, relying on their family to interpret and frame neurodivergence. Parents who adopt a positive and supportive approach can foster an environment where autism is normalised and seen as a natural part of the child’s identity.

Participants who learned they were Autistic at a younger age had higher quality of life and wellbeing in adulthood[10.].

As we explored earlier in the article, identity formation is dynamic and context-dependent especially during adolescence and early adulthood often considered the most critical periods. Biological, cognitive, and social changes during these years often prompt introspection and self-discovery. One of the most vital support mechanism after diagnosis is discovery of their autistic identity and inclusion plus refinement into their own personal identity. In accordance to the advice given by the National Autistic Society this can come through greater understanding and involvement in the wider autistic community with like-minded people[12.].

In adulthood, receiving a late diagnosis can bring a sense of validation and clarity, yet it often stirs complex emotions such as confusion, anger, or sadness. A recurring realisation for many newly diagnosed individuals is that they had not previously associated themselves with the concept of masking or recognised the extent to which they had been blending in and appearing "normal" in daily life. This can lead to a profound struggle to comprehend their true self: if they were masking, then who are they underneath once the facade is removed? This revelation prompts introspection, as they question which aspects of their external identity are authentic and which are merely constructed masks.

• Personal and Social Neurodiversity Identify: a quantitative analysis[13.] involving 78 university students found that an early diagnosis led to higher wellbeing and quality of life. The study posits that many viewed their neurodivergence as a natural part of their personal identity; also recognising the additional support they received through the education system contributing to feeling of inclusion.

  
  

  Participants receiving late diagnosis reported mostly positive emotions towards diagnosis and demonstrated greater impetus to connect with the wider neurodiversity community and movement---strengthening their social neurodivergent identity.

  
  

  Neurodivergents that demonstrated a strong positive personal identity was then coupled with high degrees of pride[14.] toward a social identity and a need to overcome the social stigma. Implicit within many research papers[15.] this tended to be the late diagnosed neurodivergents who tended towards the strong social neurodiversity identity for several reasons:

  
  

  • The late diagnosis can bring clarity and validation, prompting a reevaluation of past experiences and a deeper embrace of their neurodivergence as a defining trait.

  • They may actively seek out neurodivergent communities for understanding and solidarity, fostering a stronger sense of belonging to a social identity group.

  • Late-diagnosed individuals often frame their identity in contrast to the challenges of "masking" or misunderstanding they faced before diagnosis, making the social identity particularly significant.

It's also worth noting that the self-diagnosed neurodivergents were more likely to report the neurodivergent identity being a positive difference as opposed to a challenging disability, and were more likely to perceive their neurodivergence to be context-specific[16.].

As a final consideration and a subject I'm fascinated in is how self-aware, in general, are people of how each aspect shapes their identity and beliefs? To repeat the previous mantra: Neurodivergent individuals often exhibit a distinctive cognitive style characterised by a more deliberate processing of social algorithms and disregarding of social norms. This cognitive pattern, marked by heightened attention to detail and analytical thinking, could influence how individuals perceive and engage with their identity. They may challenge or deviate from identities that traditionally playing a stronger focus in communities.

Conclusion

The strength neurodivergent individuals place on their neurodivergent identity often reflects a complex interplay of personal and social factors, shaped by timing of diagnosis, societal context, and intersectional identities. For some, neurodivergence becomes a central part of their self-concept, offering a lens through which they navigate the world. For others, it coexists alongside other identities, such as race, gender, or cultural background, each contributing differently to their sense of self depending on context and lived experiences.

Timing of diagnosis plays a role but does not act in isolation. An early diagnosis may offer individuals the support and tools to implicitly integrate neurodivergence into their identity from a young age, fostering a strong personal identity. However, a later diagnosis can also be empowering, offering clarity and validation that can redefine one’s sense of self and inspire advocacy or connection with others who share similar experiences and create a strong social identity.

Intersectionality further deepens this dynamic. Factors such as access to resources, cultural perceptions of neurodivergence, and societal privilege shape how individuals perceive and express their neurodivergent identity. In some contexts, neurodivergence may take precedence as a core identity; in others, it may interact with or even be overshadowed by other dimensions of identity, such as ethnicity or socioeconomic status.

Ultimately, the degree to which neurodivergence is central to one’s identity reflects a rich tapestry of individual choices and external influences. Recognising and respecting this diversity ensures that all neurodivergent voices, whether they foreground neurodivergence or weave it into a broader intersectional identity, are heard and valued.

Reference

1. https://en.wikipedia.org/wiki/Intersectionality

2. Crenshaw, Kimberle. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review, vol. 43, no. 6, 1991, pp. 1241–99. JSTOR, https://doi.org/10.2307/1229039.

3. Petit, Susan. “Living in Different Universes: Autism and Race in Robinson’s ‘Gilead and Home.’” Mosaic: An Interdisciplinary Critical Journal, vol. 46, no. 2, 2013, pp. 39–54. JSTOR, http://www.jstor.org/stable/44030327. .

4. Becerra TA, von Ehrenstein OS, Heck JE, Olsen J, Arah OA, Jeste SS, Rodriguez M, Ritz B. Autism spectrum disorders and race, ethnicity, and nativity: a population-based study. Pediatrics. 2014 Jul;134(1):e63-71. doi: 10.1542/peds.2013-3928. PMID: 24958588; PMCID: PMC4067639.

5. https://www.thetransmitter.org/spectrum/gender-and-sexuality-in-autism-explained/

6. van der Miesen AIR, Hurley H, Bal AM, de Vries ALC. Prevalence of the Wish to be of the Opposite Gender in Adolescents and Adults with Autism Spectrum Disorder. Arch Sex Behav. 2018 Nov;47(8):2307-2317. doi: 10.1007/s10508-018-1218-3. Epub 2018 May 7. PMID: 29736809; PMCID: PMC6245048.

7. Cooper, K., Butler, C., Russell, A. et al. The lived experience of gender dysphoria in autistic young people: a phenomenological study with young people and their parents. Eur Child Adolesc Psychiatry 32, 1655–1666 (2023). https://doi.org/10.1007/s00787-022-01979-8

8. Botha, M., Dibb, B., & Frost, D. M. (2020). “Autism is me”: an investigation of how autistic individuals make sense of autism and stigma. Disability & Society, 37(3), 427–453. https://doi.org/10.1080/09687599.2020.1822782

9. Lovaas, O. I., B. Schaeffer, and J. Q. Simmons. 1965. “Building Social Behavior in Autistic Children by Use of Electric Shock.” Journal of Experimental Research in Personality 1 (2): 99–109.

10. Bury, S.M., Haschek, A., Wenzel, M. et al. Brief Report: Learning About Autism: Is the Source of Autism Knowledge Associated with Differences in Autism Knowledge, Autism Identity, and Experiences of Stigma. J Autism Dev Disord 54, 4346–4353 (2024). https://doi.org/10.1007/s10803-022-05823-5

11. Autistic identity: A systematic review of quantitative research. Jade Davies, Kate Cooper, Estelle Killick, Evelyn Sam, Molly Healy, Grace Thompson, Will Mandy, Benjamin Redmayne, Laura Crane. 09 February 2024 https://doi.org/10.1002/aur.3105

12. https://www.autism.org.uk/advice-and-guidance/professional-practice/autistic-identity

13. Oredipe, T., Kofner, B., Riccio, A., Cage, E., Vincent, J., Kapp, S. K., Dwyer, P., & Gillespie-Lynch, K. (2023). Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students. Autism, 27(1), 200-212. https://doi.org/10.1177/13623613221086700

14. Jones, J. L., Gallus, K. L., Viering, K. L., & Oseland, L. M. (2015). ‘Are you by chance on the spectrum?’ Adolescents with autism spectrum disorder making sense of their diagnoses. Disability & Society, 30(10), 1490–1504. https://doi.org/10.1080/09687599.2015.1108902

15. Corden K, Brewer R and Cage E (2021) Personal Identity After an Autism Diagnosis: Relationships With Self-Esteem, Mental Wellbeing, and Diagnostic Timing. Front. Psychol. 12:699335. doi: 10.3389/fpsyg.2021.699335

16. McDonald, T. A. M. (2020). Autism identity and the “lost generation”: Structural validation of the autism Spectrum identity scale and comparison of diagnosed and self-diagnosed adults on the autism Spectrum. Autism in Adulthood, 2(1), 13–23. https://doi.org/10.1089/aut.2019.0069