The Impact of Sexist Stereotypes on the Study, Detection, and Assessment of Developmental Language Disorder: Proposals for a Feminist Approach

The difficulties that children with Developmental Language Disorder (DLD) experience extend to non-linguistic aspects such as cognition, memory, academic performance, and socio-emotional skills. It is for this reason that, when approaching this disorder, the intersection of bio-psycho-social aspects hould be considered. This article aims to offer a critical review of the influence that sexist stereotypes have on relevant variables included in the study of DLD, such as language and socio-emotional aspects. First, we establish the importance of adopting a feminist perspective in science and, specifically, when approaching DLD, which so far shows an overrepresentation of boys in research samples. Secondly, we review the relationship between a sexist socialization and the development of language and socio-emotional skills in children, revealing the negative impact this has on the detection and assessment of children with language difficulties at different stages of development. Finally, we offer proposals to carry out research that represents girls and boys equally and integrates adequate practices, in order to leave the androcentric gaze behind. Additionally, we propose that professionals working in this field use an interdisciplinary approach, to incorporate protocols and guidelines that consider the presence of sexist bias in the detection and assessment of DLD, as well as in the interaction with families, in order to provide services to this population that are based on true equality.