The Social Construction of Asperger Syndrome: The pathologising of difference?

This article poses the question 'Is Asperger Syndrome (AS) a disorder or a neurological difference that has been socially constructed as a disorder?' AS is currently defined within the medical paradigm as a developmental disorder. Alternative conceptualisations of Asperger Syndrome have largely been absent within the academic discourse on AS. Drawing on the emerging field of disability studies we examine how the diagnostic category of AS has been socially constructed. Our contention is that Asperger Syndrome has been readily adopted as a category because of its value as a category of special education. In other words, the school is a pivotal institution in the dissemination of AS as a category. Within the framework of special needs AS is viewed as a social disability and the aim of professional interventions is to help to rehabilitate or 'normalise' the child. In attempting to re-frame this conceptualisation of AS it is important to shift the emphasis from issues of diagnosis and evaluation to examining the social implications of representing children as having AS.     

GENDER PERFORMANCE GAPS: QUASI‐EXPERIMENTAL EVIDENCE ON THE ROLE OF GENDER DIFFERENCES IN SLEEP CYCLES

Sleep studies suggest that girls go to sleep earlier, are more active in the morning, and cope with sleep deprivation better than boys. We provide the first causal evidence on how gender differences in sleep cycles can help explain the gender performance gap. We exploit over 240,000 assignment‐level grades from a quasi‐experiment where students' schedules alternated between morning and afternoon start times each month. Relative to girls, we find that boys' achievement benefits from a later start time. For classes taught at the beginning of the school day, our estimates explain up to 16% of the gender performance gap. (JEL H52, I20, I21)