“You’re free from just a girl or a boy”: Nonbinary children’s understanding of their gender

Abstract

Background In recent years, research on gender diversity in early childhood has increased significantly. However, much of the published literature still focuses on children whose experiences align with binary gender norms, inadvertently excluding nonbinary experiences from analysis. Aims We seek to explore how nonbinary children, aged five to eight, perceive and understand their gender modality and experiences. Methods Nine American nonbinary children were interviewed using a semi-structured approach, which included two book readings, a drawing activity, and approximately 23 pre-determined questions. Inductive reflexive thematic analysis was utilized for developing, analyzing, and interpreting patterns across a qualitative dataset. All authors engaged in various aspects of reflexivity throughout the process, including personal, functional, and disciplinary reflexivity. Analysis We constructed five themes, which were evident across the accounts of participating children. The first one, Being nonbinary has different meanings for different people, illustrates the diverse interpretations of nonbinary identities. Gender is hard to describe but my pronouns help me make sense of it, highlights the challenges of explaining gender, yet pronouns help participants lucidly put their and others’ gender into words. People can change their gender for good or just for a little while, reflect participants’ view of gender as dynamic and fluid. “I have the agency to decide who I am with a little help of others”: feeling, learning, choosing and telling, explores participants’ journey in adopting the label “nonbinary”. Lastly, Being nonbinary is both easy and hard: easy because I am myself, hard because of other people, depicts the multifaceted experiences of being nonbinary, from the affirmation to bullying. Discussion In an era marked by a contentious political climate and ongoing debates about trans/nonbinary individuals, these young children defy conventional norms and establish themselves as active architects of their identity narratives, driven by their agency and self-determination.