The article presents a narrative analysis on two autobiographies by women writers diagnosed with autism as adults. We analyse the issues related to neurodivergent identity development, masking, and educational trajectory combining performativity theory and cultural psychology. The analysis highlights three main themes: the early life challenges; the diagnosis as a turning point; and the new sense of self involving reflections of the meaning and significance of autistic identities. We claim that the complexity and intersectionality of the neurodivergent identity cannot be reduced to a single trait, and the process of construction happens through a dynamic tension between social suggestions and personal agency.