Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Wang, Viktor

Abstract

This qualitative phenomenological study aimed to explore the disproportionate and delayed evaluation of autism spectrum disorder (ASD) among females of color in educational settings and how historical biases have shaped school-based diagnostic practices. Using the female autism phenotype (FAP) framework and an intersectional perspective, the study employed a phenomenological approach to understand the lived experiences of educational and community partners involved in autism evaluation. Participants included 39 individuals: adult females of color with autism or autism-like traits; parents; general education teachers; special education specialists; school psychologists; counselors; and administrators. Data were gathered through semi-structured interviews, focus groups, and surveys, and were analyzed thematically. Key findings indicate: (a) ongoing male-centered diagnostic bias favoring externalizing behaviors, (b) systemic inequities increasing advocacy burdens for families of females of color, (c) cultural misunderstandings affecting referral decisions, (d) masking and camouflaging behaviors that lead to diagnostic invisibility and misdiagnosis, (e) limitations in traditional assessment tools that do not measure executive functioning and internalized distress, and (f) inadequate professional development on gender and culturally responsive evaluation practices. The results highlight that historical and systemic factors continue to impede equitable ASD diagnosis for females of color. Recommendations emphasize the need for comprehensive professional training, broader assessment frameworks that recognize masking behaviors, culturally sensitive evaluation methods, and systemic educational reforms to ensure more accurate evaluation and equitable access to services.

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