Gender bias runs deep in the history of how neurominorities have been understood, and autism and dyslexia illustrate this point with striking clarity. Both began their journeys framed through narrow, male-centric lenses, with prevalence numbers that vastly underestimated the true scope of each neurotype.
Dyslexia, once considered rare and often associated primarily with boys, has since evolved into a well-recognised and better-researched neurotype. Today it is widely accepted to affect around 10% of the population with a roughly equal gender distribution, giving us a much truer picture of its presence across society.
Autism, however, remains caught in a narrative of “epidemic” and rising prevalence, with research still struggling to correct for longstanding diagnostic bias. Girls, women, and those who do not fit the stereotypical male presentation are still under-recognised.
If dyslexia’s trajectory is any indication, we may be looking at a future where autism, and other minority neurotypes, are revealed to be just as widespread, balanced, and integrated into our understanding of human diversity, but only if we shift focus away from sensationalised numbers and towards genuine inclusion and accurate research.
Dyslexia: The “Male Condition” Myth
For much of the 20th century, dyslexia was believed to be overwhelmingly a male condition. Studies reported ratios as high as 9:1 in favour of boys. We now know this was not a reflection of biology but of referral bias:
- Boys were more likely to be referred for assessment, often because their frustration showed in disruptive classroom behaviour.
- Girls, who tended to mask or internalise their struggles, were overlooked and often labelled as “careless” or “not trying.”
- When large-scale screening of all children was carried out, the prevalence of dyslexia was found to be roughly equal between boys and girls.
The “male condition” idea distorted not only diagnosis but also research, policy, and educational practice. Generations of dyslexic women remained undiagnosed until adulthood, sometimes only discovering their dyslexia when their own children were assessed.
Autism: The “Male Brain” Bias
Autism has been shaped by a similar, and ongoing, gender bias. For decades, autism was described as a condition that primarily affected boys, with early ratios reported as 4:1 or
higher. Researchers even developed theories such as Simon Baron-Cohen’s “extreme male brain” hypothesis, suggesting autism itself was inherently male-coded.
This bias arose from similar factors as with dyslexia:
- Referral bias: Boys’ behaviours (social withdrawal, repetitive play, meltdowns) were noticed and flagged more often. Girls who masked, copied peers, or presented with quieter traits were overlooked.
- Diagnostic criteria bias: The diagnostic manuals were written based on mostly male case studies. Traits more common in girls, such as intense interests in people, animals, or art, were not, and in some places still are not, recognised as “autistic.”
- Cultural stereotypes: Expectations of boys being “awkward” or “quirky” aligned with autism traits, whereas girls’ struggles were attributed to shyness, anxiety, or personality.
As with dyslexia, many autistic women remain undiagnosed until adulthood, often after reaching crisis points in mental health.
What the Comparison Tells Us About Autism and potentially other minority neurotypes.
Looking at dyslexia’s history helps us see autism’s trajectory more clearly:
- Both conditions were mis-framed as male-dominated because research, referral, and diagnostic systems were biased toward boys’ presentations.
- Dyslexia’s gender myth was corrected by population-level studies, proving that prevalence is equal. With autism, similar evidence is emerging: many researchers now believe the true ratio is much closer to 1:1 when masking and subtler presentations are accounted for.
- The lesson from dyslexia is clear: the gender gap in autism is not biological inevitability but a reflection of how society looks for difference. If we only search for the “male pattern,” we miss entire groups of people.
The Broader Insight
The gender biases in both dyslexia and autism reveal something larger: diagnostic systems reflect the culture and assumptions of their time. They are not neutral mirrors of biology but socially shaped filters.
Just as dyslexia is no longer seen as a “boys’ disorder,” autism too must be understood as a human neurotype, present across genders, cultures, and identities, not confined to one stereotype.
In short: Dyslexia shows us that gender myths can distort science for decades until challenged. Autism and other minority neurotypes are now undergoing the same correction: moving from a male-coded condition to a recognition that autistic people have always existed across the full spectrum of humanity.
