Girls Are Dyslexic, Too! An Autoethnography about Growing up as a Girl with a Learning Difference
Date of Award
St. Mary's University
I was diagnosed with Dyslexia when I was seven years old and since then have faced a multitude of barriers and overwhelming feelings of being silenced or misunderstood because of the learning difference I was labeled with. While researching the topic of dyslexia for assignments I've had in my graduate classes, I found that girls are under-represented in disability research from education and psychology fields. Studies about dyslexia are often conducted with boy participants only or samples of more boys than girls, but findings from such research are often generalized unproblematically to apply to girls as well as boys. Using autoethnographic methods to recall, reflect on, and analyse my experiences with dyslexia past and present, my thesis explored the issue of marginalizing girls in research about dyslexia and propose new approaches grounded in health communication and feminist ethics of care that are attentive to and privilege girls' lived experiences as students with dyslexia.
Gosen, Georgina, "Girls Are Dyslexic, Too! An Autoethnography about Growing up as a Girl with a Learning Difference" (2019). Theses & Dissertations. 25.