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

注意缺陷多动障碍(ADHD)是全球最常见的神经行为疾病之一，也是医学社会学的研究热点。尽管如此，尽管人们对女性的分析越来越感兴趣，但ADHD是一种带有显著性别偏见的诊断(McDonnell，2022)。现有的关于女性ADHD的社会研究已经检验了诊断率(Bergey等人，2022年)和医学化理论(Conrad和Slodden，2013)，但关于ADHD如何塑造女性身份建构，还没有实质性的工作。由于对ADHD女性的叙述和传记很少进行社会学调查，我们缺乏对女性如何理解她们的ADHD诊断、经历和身份认同的理解。本研究从跨领域的女权主义观点出发，通过将自我和认同理论置于年轻女性的ADHD经历中，探索这种状况的“男性编码”、参与者对女性特质的意义以及作为传记强化或破坏的“神经分化”，旨在解决ADHD研究中的这一差距(Bury，1991)。这项研究将使用混合定性方法对英国50名年龄在18岁至25岁之间、已被诊断为ADHD或已开始诊断过程的女性进行调查。利用传记叙事访谈和为期两周的日记，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体验的整体视角，包括ADHD的日常导航，以及随着时间的推移身份认同的构建。这项研究的发现有助于为社会所有部门提供对性别敏感的ADHD支持，并为女权主义残疾研究贡献新的知识。

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.