Identity refers to a person’s sense of who they are based on personal beliefs (personal identity), which groups they belong to and the social roles or categories those groups identify with (social identity); thus an identity becomes a key aspect of how individuals perceive themselves and others in society. Growing up with these identities, especially through childhood, can play a major part in shaping our behaviours, attitudes, and how we relate to the world around us.
The idea of a group identity reflects the human collective reality to recognise and categorise common attributes to form the group. Many studies have examined the interplay between the self-identity and group-identity, this is summed up in a 1987 paper[1.] on self-categorization theory, which provides a framework for understanding how individuals transform their self-concept when participating in groups. Key elements include:
Shift in Self-Perception: Under certain conditions, individuals begin to perceive themselves less as unique personalities and more as interchangeable members of a defined group.
Depersonalisation: This psychological shift changes how people think and act, aligning their behaviour or with the norms and prototypes of the group.
Cognitive Focus: Refers to how individuals' behaviours within a group are primarily influenced by their perception and understanding of group norms and roles, as well as mental processes that define their alignment with the group's identity. This emphasis shifts away from personal motivational factors, such as the desire to enhance self-esteem, focusing instead on how individuals process and internalise the shared characteristics and expectations of the group.
We will explore the different types of personal and social group identities later, but a compelling example of the interaction between these two identity types is culture. Japan serves as a prominent illustration of collectivism prevailing over individualism. The concept of wa (和) translated as harmony, underscores the value of maintaining group cohesion, which often takes precedence over personal expression, as previously explored in the article: Is Japan an inclusive society for autistic individuals?
To follow the example further, in the later stages of Japan's modernist movement following the Meiji Era (1868–1912), the concept of individualism, which had been largely absent in traditional Japanese culture, began to emerge under the influence of Western society[2.]. This shift introduced subtle changes in perspective, though the collective ethos remained deeply rooted. Even today, the Japanese language often omits explicit subjects from sentences, reflecting this cultural nuance. For instance, one might simply say "going to lunch," leaving it up to the listener whether the intention is "I'm going to lunch" or "we're going to lunch," thereby emphasising the collective intention over the individual assertion.
Similarly, in some African cultures, the philosophy of Ubuntu ("I am because we are") popularised by Nelson Mandela[3.], highlights interconnectedness and mutual care as central to social identity.
“Ubuntu means “I am, because you are”. In fact, the word ubuntu is just part of the Zulu phrase “Umuntu ngumuntu ngabantu”, which literally means that a person is a person through other people. Ubuntu has its roots in humanist African philosophy, where the idea of community is one of the building blocks of society.
This quote emphasises social identity over personal identity in African culture, often reflecting broader societal values and structures; a common theme often studied extensively in social psychology and anthropology.
Where does the need for identity stem from?
A concept that can take our identity journey deeper is how humans have evolved successfully, outcompeting all animals on the planet, due to our unique ability to identify with abstract terms. This is explored in the beautiful and groundbreaking book by Yuval Noah Harari: "Sapiens - a Brief History of Humankind.[4.]"
Harari argues that the cognitive revolution, which occurred about 70,000 years ago, enabled Homo sapiens to conceive and share abstract ideas, a capability that fundamentally distinguished them from other human species, such as Neanderthals, and from their common ancestral descendant such as apes.
This unique ability to create and believe in shared myths and abstract ideas—such as gods, nations, laws, and money—allowed them to organise and cooperate in large numbers; a framework for trust and collaboration among strangers, enabling the formation of communities, trade networks, and eventually civilizations.
While Neanderthals were physically more robust and capable hunters, their smaller, kin-based groups limited their ability to compete with larger, more organised Homo sapiens who ultimately won the survival race. This small-group concept is seen with chimpanzees today who live in groups typically limited to around 20 members, with a clear hierarchical structure led by a dominant alpha. Their social bonds rely on grooming and direct relationships, which cannot scale beyond a small number.
This limitation arises because their cooperation is based on direct interpersonal trust rather than abstract shared beliefs. When group sizes exceed a certain threshold, chimpanzees, and Neanderthal in comparison, lack the mechanisms to maintain cohesion, leading to conflict or fragmentation.
This concept became the genetic blueprint for humans identity-related behaviours and the inbuilt strong desire to belong, live within and defend the social group whether the group is 20 members or 20 million members strong.
Types of Identities
Before we look at the specific neurodivergent identity let's explore the different types identities and examples within and their association where relevant to neurodivergence.
Personal Identities
Name: The ultimate personal identity: your name. Commonly chosen by the parents but can be influenced by cultures, religion, astrology, celebrity, family traditions as examples. Anecdotal evidence[2.] highlights the common experience of name dysphoria among neurodivergent individuals, often reflecting discomfort or disconnection with their given name. Coupled with research[6.] indicating a reduced ability to recognise their own name when called, this phenomenon frequently contributes to atypical changing their name and their associated identity especially during teenage years.
Gender Identity: Male, female, non-binary, transgender, genderqueer, etc. A 2022 study[7.] discussed the prevalence of autism in the UK is estimated to be around 1.76%, moreover, within the UK gender service, it was found that 15% of young people who attended a gender dysphoria assessment in 2015 were identified as autistic. We'll explore in the next section potential reasons for this difference.
Age Identity: Youth, middle-aged, elderly, etc. Or to be more on-trend we can use the terms Gen Z, Gen Y (Millennials), Gen X, Baby Boomers, and others. These generational labels are often tied to shared cultural experiences, values, and societal events that shape individuals during their formative years. Notably, social media has significantly amplified the prominence of Gen Z compared to previous generations, influencing how companies adapt and reshape workplace environments to align with their expectations and preferences[8.].
Sexual Orientation: Lesbian, gay, bisexual, asexual, heterosexual, pansexual, queer, etc. Quoting from the article in The Transmitter[9.] relating to the difference in sexual preferences to their neurotypical counterparts: "Sexuality also appears to be more varied among people with autism than among those who do not have the condition. Only 30 percent of autistic people in a 2018 study identified as heterosexual, compared with 70 percent of neurotypical participants."
Personality Traits: Introvert, extrovert, empathetic, analytical, etc. Thinking about personality brings to mind the phrase: "If you've met one autistic person, you've met one autistic person." This saying emphasises the uniqueness of the autistic experience, highlighting how every neurodivergent individual presents differently. While I agree with the sentiment, I often find that when I meet fellow autistics, we share many commonalities, such as hypersensitivities and social anxieties. For me, personality plays a more significant role in shaping how these traits manifest and how people present themselves to the world.
That said, I believe special attention should be given to the concept of introversion. For years, I used it as an explanation for my challenges, believing that my difficulties stemmed from being introverted. Yet, by my estimation, 98% of people would seem extroverted in comparison to my definition! This highlights the nuanced interplay between personality, neurodivergence, and how we interpret our own behaviours----exploring the deeper roots of autism from the emergent characteristics helped me find the real autistic traits.
Hobbies and Interests: Artist, gamer, reader, traveller, writer, gym-goer, runner etc. Hobbies often play a profound role in shaping identity, particularly for those who immerse themselves deeply in their passions. The time spent pursuing these interests can become a defining feature of their self-concept.
For gamers, this connection can reach a whole new dimension. Playing online through an avatar allows them to craft a virtual persona that acts as both a mirror and a mask. This avatar can reflect their inner selves or enable them to explore alternate identities, profoundly shaping their gaming experience and sense of self in the digital world. For some, this duality creates tension, as the identity expressed through their avatar may conflict with their real-world persona[10.].
On a related note, it’s intriguing to consider the societal perceptions surrounding creative identities. A painter, for instance, is often asked about their specific focus—be it landscapes, still life, or abstract works—emphasising their artistic niche. Conversely, writers are more frequently questioned about their publications, framing their identity through a professional rather than hobbyist lens. This difference highlights how society values and categorises creative pursuits.
Health Status: Living with chronic illness, disability, mental health condition, etc. Health conditions can intersect with one' identity influencing daily life, relationships, career choices, and long-term aspirations. Although different in each case some people choose to taken ownership of their illness and self-identify.
Within this framework, identification with a chronic illness or disease state is dynamic and emergent. It changes as the individual reflexively interprets the identification that ‘self’ and others bestow upon him or her[11.].
Social Group Identities
Culture: Ethnic, Linguistic, Nationality, Religion: Countries, regions, continents, common languages, etc.
Cultural identity refers to a person’s sense of belonging to a particular social group, shaped by shared customs, traditions, values, language, religion, history, and social norms. It is often rooted in the country where an individual is born or raised, with early upbringing and immediate environment playing a significant role in shaping their connection to their cultural heritage.
With 85% of the world's population associated with religious belief[12.] it clearly plays a dominant role in personal and social identification.
While there are around 10,000 distinct religions in the world[13.], over three-quarters of the global population adheres to one of these four – Christianity (31%), Islam (24%), Hinduism (15%), and Buddhism (7%).
As individuals grow and gain independence, particularly during their teenage years, they often begin to reevaluate and explore the extent of their cultural identity, sometimes deepening their connection or redefining their relationship with it in light of personal experiences and new perspectives.
Societal: Family, Community, Economic Class, Political Affiliation: Family/parents/children, volunteers/activists/mentors, upper/middle/working class, etc.
Family roles shape identity through intergenerational bonds through blood and shared upbringing. For parents having children gives and immediate sense of identity and greatly influences how they view themselves and their place in the world.
Engaging in a volunteer/activist/mentor such as sports, environmental or charity roles, as examples, often fosters a sense of purpose, community connection, and moral alignment. Identity can become intertwined with causes and values, reflecting a commitment to making a difference or guiding others. Personally having been a football coach and club chairman for over ten years I can relate strongly to the volunteer identity---perhaps more than I sought to; often to point where many parents only viewed my identity in terms of the youth football club.
Other Identity Group Examples:
Affinity Groups: LGBTQ+ groups, Ideology Groups, Campaign Groups.
Interest Groups: Interest club member, sports team member, etc. Chess, fandoms
Professional Groups: Occupation, Education, Skill-Based, etc. Union members, high school graduate, college student, researcher, teacher, engineers, medicine, artist, etc.
What is Intersectionality?
Intersectionality is a theoretical framework developed by legal scholar Kimberlé Crenshaw in the late 1980s to explore the overlapping and interconnected nature of social identities and how these intersections shape individuals' experiences of privilege, discrimination, and oppression[14.]. Crenshaw introduced this concept in response to the limitations of first and second-wave feminism, which often framed inequality in simplistic terms of oppressors versus the oppressed. She argued that Black women face a different problematic: compounded discrimination that cannot be fully understood by considering race or gender alone; it is the intersection of these identities that amplifies inequality[15.].
This framework over the decades has been expanded to highlight how multiple forms of identity—such as race, gender, class, sexuality, and disability—interact to create unique experiences of marginalisation or privilege. Although the terms stems from a tool to examine inequality it can also help examine the intersection of multiple identities and the unique aspect someone can bring in celebrating the uniqueness of being human.
The Intersection of Neurodivergence Identity and Race Identity
Research[16.][17.] indicates that there are disparities in the diagnosis across various racial and ethnic groups who are often diagnosed as autistic at a later age compared to their White counterparts. These disparities can be attributed to a range of factors, including limited access to healthcare services, lack of awareness about autism symptoms, cultural beliefs, and stigma surrounding mental health in certain ethnic communities. Additionally, healthcare providers may have biases or insufficient training in recognising autism symptoms in individuals from diverse backgrounds. Overall these highlights the increased discrimination from the intersection of Neurodivergence and race.
Let's examine a hypothetical situation to give an example. Imagine two autistic individuals from different racial backgrounds, shopping at the same supermarket. Both exhibit similar autistic traits: they stim by flapping their hands, wear sunglasses indoors to manage hypersensitivity to fluorescent lights, and use headphones to block overwhelming noise. While their behaviours are identical and purely due to being autistic, their experiences in the supermarket may differ significantly.
The autistic shopper, who is from a minority racial background, may encounter heightened surveillance whether the supermarket security guard maybe influenced by racial stereotypes thus misinterpreting their behaviour as suspicious. Wearing sunglasses indoors could be viewed as an attempt to conceal their identity, and stimming might be seen as nervousness or an indication of wrongdoing. This comparison highlights how the intersection of race and disability shapes individual experiences.
The Intersection of Neurodivergence Identity and Gender & Sexuality Identify
Paraphrasing from the article in The Transmitter title: "Gender and sexuality in autism, explained.[18.]"
Studies show that gender identity and sexuality are more varied among autistic people, with autism being three to six times more common in people who don't identify as their assigned sex than in the general population. Gender identity is a person’s internal sense of gender. Those who identify with their assigned sex are cisgender, while others may identify as transgender, nonbinary, or gender fluid. Gender dysphoria is the condition where a person experiences significant discomfort or distress because their gender identity differs from the sex they were assigned at birth. The social identity nomenclature is "gender diverse" is an umbrella term for various gender identities, similar to "neurodiverse" for cognitive variations like autism and ADHD.
The Study also indicate higher rates of gender diversity in autistic individuals. In the Netherlands, 15% of autistic adults identify as trans or nonbinary, compared to less than 5% in the general population. Sexuality is also more varied in autistic individuals. A 2018 study found only 30% of autistic people identified as heterosexual, compared to 70% of neurotypical individuals. Additionally, 8% of autistic women identified as exclusively heterosexual in a 2020 study, with half identifying as cisgender.
The relationship between autism and gender diversity is intricate and still not fully comprehended. Several factors contribute to this observed association. For instance, autistic individuals may exhibit a distinctive cognitive style characterised by a more deliberate processing of social algorithms and disregarding of social norms. This cognitive pattern, marked by heightened attention to detail and analytical thinking, could influence how individuals perceive and engage with gender identity. They may challenge or deviate from traditional gender roles, forming their own interpretations of gender based on their unique perspectives and experiences.
Moreover, there may be shared neurobiological pathways or genetic predispositions underlying both autism and gender diversity. Research[19.] suggests that specific genetic variations or neurodevelopmental differences could increase the likelihood of both autism and gender dysphoria, indicating a potential overlap in the biological mechanisms governing these conditions.
A 2023 study[20.] makes an important conclusion on the intersectionality of neurodivergence and gender diversity; namely that young individuals tended to prioritise their gender identity over their neurodivergence identity, sometimes distancing themselves from their neurodivergence diagnosis; suggesting concern that it may be perceived as a cause of their dysphoria especially by their parents if they have opposing views.
This intersection highlights the importance of providing post-diagnostic support groups for autistic young people to help them navigate their autism diagnosis, address social challenges, and access gender-focused support for gender dysphoria separately.
The Neurodivergent Identity
Incorporating neurodivergence into one's identity depends on a number of key factors: namely acceptance of neurodivergence, timing of diagnosis, and the level of personal and social drives influenced by neurodiversity.
Acceptance of diagnosis: The concept of the "neurodivergent person" is not inherent but originated as a psychiatric diagnosis shaped by the scientific institutions to pathologise and define neurodivergence in terms of scientific advancement often over the lived experience[21.]. The definition and funding direction is traditionally dictated by non-autistic researchers and medical professionals historically holding authority over defining such neurological conditions.
Dehumanising approaches include portraying autistic people as economic burdens, lacking moral selves or personhood, being inherently selfish or sub-human, and requiring "rebuilding" into "proper humans."[22.] Some studies have made degrading comparisons to non-human animals, such as apes or robots, and even proposed eugenics for autistic individuals, with exceptions for those deemed economically productive or socially normative. Although not all autism research is dehumanising, the historical context underscores a need for more inclusive and respectful approaches to understanding autism.
Thankfully a positive shift over time has occurred due to changing public awareness, with neurodiversity activist at the forefront to increase education from being viewed as a mental illness to a cognitive condition and an essential part of human evolution. Despite the now growing emphasis on ethical, participatory neurodiversity research, much traditional autism research has dehumanised neurodivergent individuals.
The reason I give the historic perspective is the effect it has played on public perception of neurodivergence and demonstrates how the neurodivergent identity has been interpreted over the years. One major contributor for education and awareness is the media as I discussed in the article: Breaking Stereotypes: Media Portrayal of Autism. Note the type of media can create vastly different narratives as described in the 2022 paper[23.]:
A survey of 198 Australian adults with an autism diagnosis showed that learning about autism from conventional sources (e.g., professionals, parents) was associated with more internalised stigma, lower endorsement of special abilities and autism identity, whereas online blogs and social media showed the opposite pattern as well as more accurate knowledge of autism. The findings raise questions about how authoritative sources of information discuss autism.
This discourse effectively frames the views and often stigma's associated with neurodivergence and plays a pivotal role in the acceptance.
Timing of diagnosis: Although neurodivergent condition such as autism and ADHD are genetic, hence present since birth, the timing of diagnosis can play a significant part of an individuals identity.
In early childhood, a person's identity is mediated largely by parents or caregivers. Young children may not fully grasp the implications of being neurodivergent, relying on their family to interpret and frame neurodivergence. Parents who adopt a positive and supportive approach can foster an environment where autism is normalised and seen as a natural part of the child’s identity.
Participants who learned they were Autistic at a younger age had higher quality of life and wellbeing in adulthood[24.].
As we explored earlier in the article, identity formation is dynamic and context-dependent especially during adolescence and early adulthood often considered the most critical periods. Biological, cognitive, and social changes during these years often prompt introspection and self-discovery. One of the most vital support mechanism after diagnosis is discovery of their autistic identity and inclusion plus refinement into their own personal identity. In accordance to the advice given by the National Autistic Society this can come through greater understanding and involvement in the wider autistic community with like-minded people[25.].
In adulthood, receiving a late diagnosis can bring a sense of validation and clarity, yet it often stirs complex emotions such as confusion, anger, or sadness. A recurring realisation for many newly diagnosed individuals is that they had not previously associated themselves with the concept of masking or recognised the extent to which they had been blending in and appearing "normal" in daily life. This can lead to a profound struggle to comprehend their true self: if they were masking, then who are they underneath once the facade is removed? This revelation prompts introspection, as they question which aspects of their external identity are authentic and which are merely constructed masks.
Personal and Social Neurodiversity Identify: a quantitative analysis[26.] involving 78 university students found that an early diagnosis led to higher wellbeing and quality of life. The study posits that many viewed their neurodivergence as a natural part of their personal identity; also recognising the additional support they received through the education system contributing to feeling of inclusion.
Participants receiving late diagnosis reported mostly positive emotions towards diagnosis and demonstrated greater impetus to connect with the wider neurodiversity community and movement---strengthening their social neurodivergent identity.
Neurodivergents that demonstrated a strong positive personal identity was then coupled with high degrees of pride[27.] toward a social identity and a need to overcome the social stigma. Implicit within many research papers[28.] this tended to be the late diagnosed neurodivergents who tended towards the strong social neurodiversity identity for several reasons:
The late diagnosis can bring clarity and validation, prompting a reevaluation of past experiences and a deeper embrace of their neurodivergence as a defining trait.
They may actively seek out neurodivergent communities for understanding and solidarity, fostering a stronger sense of belonging to a social identity group.
Late-diagnosed individuals often frame their identity in contrast to the challenges of "masking" or misunderstanding they faced before diagnosis, making the social identity particularly significant.
It's also worth noting that the self-diagnosed neurodivergents were more likely to report the neurodivergent identity being a positive difference as opposed to a challenging disability, and were more likely to perceive their neurodivergence to be context-specific[29.].
As a final consideration and a subject I'm fascinated in is how self-aware, in general, are people of how each aspect shapes their identity and beliefs? To repeat the previous mantra: Neurodivergent individuals often exhibit a distinctive cognitive style characterised by a more deliberate processing of social algorithms and disregarding of social norms. This cognitive pattern, marked by heightened attention to detail and analytical thinking, could influence how individuals perceive and engage with their identity. They may challenge or deviate from identities that traditionally playing a stronger focus in communities.
Conclusion
The strength neurodivergent individuals place on their neurodivergent identity often reflects a complex interplay of personal and social factors, shaped by timing of diagnosis, societal context, and intersectional identities. For some, neurodivergence becomes a central part of their self-concept, offering a lens through which they navigate the world. For others, it coexists alongside other identities, such as race, gender, or cultural background, each contributing differently to their sense of self depending on context and lived experiences.
Timing of diagnosis plays a role but does not act in isolation. An early diagnosis may offer individuals the support and tools to implicitly integrate neurodivergence into their identity from a young age, fostering a strong personal identity. However, a later diagnosis can also be empowering, offering clarity and validation that can redefine one’s sense of self and inspire advocacy or connection with others who share similar experiences and create a strong social identity.
Intersectionality further deepens this dynamic. Factors such as access to resources, cultural perceptions of neurodivergence, and societal privilege shape how individuals perceive and express their neurodivergent identity. In some contexts, neurodivergence may take precedence as a core identity; in others, it may interact with or even be overshadowed by other dimensions of identity, such as ethnicity or socioeconomic status.
Ultimately, the degree to which neurodivergence is central to one’s identity reflects a rich tapestry of individual choices and external influences. Recognising and respecting this diversity ensures that all neurodivergent voices, whether they foreground neurodivergence or weave it into a broader intersectional identity, are heard and valued.
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