Prejudicial stereotypes and testimonial injustice: Autism, sexuality and sex education

Abstract

Autists frequently confront prejudicial stereotypes that they are asexual, hyper- or hypo sexual, child-like and dependent, and/or uninterested in sex. Further, their sexuality is posited as being problematic, in need of being ‘treated’ or managed in some way. These stereotypes are fed by common autistic characteristics that autists for example, do not like being touched, and that because they are ‘unemotional’ they are uninterested in romantic relationships. Autists are less likely than their non-autist peers to receive sex and sexuality education, or an education in sex and social relationships that addresses their needs. Using Amanda Fricker’s (2007) analysis of testimonial injustice, I argue that autists are candidates for injustice in their capacity as knowers of their own sexual experiences, and because their testimonies are rarely solicited or granted credibility in sex education, research, or the medical literature. As a result, ignorance or discrediting of different ways of being and doing may conduce to testimonial injustice by means of identity power, credibility deficits on the part of the hearer and prejudicial stereotypes. I conclude that schools need urgently to provide sex and sexuality education that acknowledges autists as sexual beings and acknowledges the existence of alternative sexualities, thereby helping to instate epistemic virtue in educational settings.