Population-Level Gender-Based Analysis of the Educational Journeys of Students with Autism Spectrum Disorder in British Columbia, Canada
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| Title: | Population-Level Gender-Based Analysis of the Educational Journeys of Students with Autism Spectrum Disorder in British Columbia, Canada |
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| Language: | English |
| Authors: | Jennifer Baumbusch (ORCID |
| Source: | Autism: The International Journal of Research and Practice. 2025 29(10):2550-2561. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Foreign Countries, Autism Spectrum Disorders, Students with Disabilities, Student Experience, Clinical Diagnosis, Disability Identification, Incidence, Student Promotion, Elementary Secondary Education, Postsecondary Education, Educational Attainment, Time, Graduation Rate, High School Graduates, Gender Differences |
| Geographic Terms: | Canada |
| DOI: | 10.1177/13623613251345532 |
| ISSN: | 1362-3613 1461-7005 |
| Abstract: | Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students with autism spectrum disorder: 738 female (17.2%) and 3544 (82.8%) male. Descriptive analyses indicated statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. No gender differences were found in post-secondary transition rates. During their formative education years, gender differences, particularly the delay in autism spectrum disorder diagnosis among girls, may have implications with respect to educational outcomes. Results emphasize the need to provide educators with greater information about recognizing gender differences in autism spectrum disorder. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482873 |
| Database: | ERIC |
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| Abstract: | Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students with autism spectrum disorder: 738 female (17.2%) and 3544 (82.8%) male. Descriptive analyses indicated statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. No gender differences were found in post-secondary transition rates. During their formative education years, gender differences, particularly the delay in autism spectrum disorder diagnosis among girls, may have implications with respect to educational outcomes. Results emphasize the need to provide educators with greater information about recognizing gender differences in autism spectrum disorder. |
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| ISSN: | 1362-3613 1461-7005 |
| DOI: | 10.1177/13623613251345532 |
