A Qualitative Investigation of ADHD Experiences and Identity Construction among young women in the UK.

注意缺陷多动障碍（ADHD）是全球最普遍的神经行为疾病之一，也是医学社会学的一个重要研究方向。然而，尽管对女性分析的兴趣越来越大，但ADHD是一种带有明显性别偏见的诊断（McDonnell, 2022）。现有的关于女性多动症的社会研究已经检查了诊出率（Bergey等人，2022年）和医学化理论（Conrad和Slodden， 2013年），但关于多动症如何塑造女性身份建构的研究还没有实质性的进展。由于很少有社会学对ADHD女性的叙述和传记进行调查，我们缺乏对女性如何理解自己的ADHD诊断、经历和身份的理解。本研究采取交叉女权主义的立场，旨在通过将自我和身份理论置于年轻女性的ADHD经历中，探索该病症的“男性编码”，参与者对女性气质的意义，以及作为传记强化或破坏的“神经分化”来解决ADHD研究中的这一差距（Bury, 1991）。这项研究将使用混合定性方法调查50名年龄在18到25岁之间的英国女性，她们被诊断患有多动症或已经开始诊断过程。利用传记式叙事访谈和两周的日记，通过对话和主题叙事分析进行分析，我的目标是提供参与者经历的整体视图，包括ADHD的日常导航，以及随着时间的推移的身份构建。这项研究的结果为社会各部门对性别敏感的ADHD支持提供了信息，同时也为女权主义残疾研究提供了新知识。

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurobehavioral conditions globally and is a key interest of medical sociology. Nonetheless, despite increased interest in female analyses, ADHD is a diagnosis marked by significant gender biases (McDonnell, 2022). Existing social research on female ADHD has examined rates of diagnosis (Bergey et al., 2022) and theories of medicalisation (Conrad and Slodden, 2013), but there is yet to be substantial work on how ADHD shapes women's identity construction. With little sociological inquiry into the narratives and biographies of ADHD women, we lack understanding of how women make sense of their ADHD diagnosis, experience, and identity. Taking anintersectional feminist standpoint, this study aims to address this gap in ADHD studies through situating self and identity theory within young women's experiences of ADHD, exploring the 'male-coding' of the condition, participants' meanings of femininity, and 'neurodivergence' as biographical reinforcement or disruption (Bury, 1991). This study will use mixed qualitative methods to investigate a sample of 50women in the UK between the ages of 18 and 25, who have been diagnosed with ADHD or have begun the diagnostic process. Utilising both biographical narrative interviews and two-week diaries, analysed through dialogical and thematic narrativeanalysis, I aim to provide a holistic view of participant experiences, including the day-to-day navigation of ADHD, and identity construction over-time. Findings from this study lend themselves to inform gender-sensitive ADHD support in all sectors of society, as well as contributing new knowledge to feminist disability studies.