Childhood Gender Identity Research Articles

Stories of absence: Experiences of parental and familial rejection among gender-diverse children and young people.

Previous research has demonstrated the positive associations with parental support with better mental health outcomes in gender-diverse young people. However, less is known about what happens within a family structure if an unsupportive parent or family member leaves the family unit and sees the child only on the condition that they present in a way that conforms to their birth gender. This paper will focus on the first interviews with nine families within the wider sample of 39 families in the LOGIC-Q (Longitudinal Outcomes of Gender Identity in Children - qualitative) study who reported they had experienced rejection by a parent or family member after the young person had disclosed their gender non-conformity. These families' narratives are examined through two themes: How rejection impacts visitation, and Moving past the loss of rejection. The families all spoke about how they had adapted to the loss of their family members. They described how any negative impact would have been worse had they stayed living together, or were in contact with, the rejecting family member. Here, it becomes important then to understand the context of why a gender-diverse young person may choose to no longer see a parent or family member.

"They're not my daughter, and yet…they're also not my son": Parents negotiating their adult child's nonbinary gender identity.

Scholars are increasingly recognizing that substantial gender heterogeneity exists among transgender populations; that is, gender identities that defy the ubiquitous binary categories of male and female. However, the developing research base on the families of transgender adults focuses almost exclusively on the family members of transgender persons with binary gender identities, a noteworthy shortcoming considering the prevalence of nonbinary gender identities among transgender populations and the pervasive assumption that only two genders exist. To address this gap, the current study sought to uncover how the parents of transgender adults with nonbinary gender identities come to understand, make sense of, and negotiate nonbinary gender identities in their families. Fourteen parents-12 mothers and 2 fathers-completed in-depth, semi-structured interviews, and the collected data were analyzed using reflexive thematic analysis. Analyses generated three broad themes that best-described these parents' experience with their child's gender, which was heavily shaped by the pervasiveness of cisnormativity: (a) varied attempts to understand nonbinary gender; (b) a nonbinary "double-edged sword"; and (c) familial resilience. Directions for future research, clinical practice, and policy change are discussed, including the therapeutic benefit of dialectical thinking and the need for legislation that legally affirms and protects nonbinary persons.

A Latent Profile Analysis of Religious Parents' Responses to Their Sexual and Gender Diverse Child.

Prior research indicates that religious parents can have negative, positive, or ambivalent responses to their child's sexual orientation and gender identity (SOGI). Yet, to our knowledge no research has quantitatively examined patterns of sexual and gender diverse (SGD) youth's perceptions of their religious parents' responses to their SOGI. Without examining variations in these patterns, we are unable to better understand the experiences of SGD youth with religious parents. In the current paper, we examined patterns of SGD youth's perceptions of their religious parents' SOGI-specific rejection, acceptance, and SOGI change efforts. We also examined if these patterns differed by SGD youth's individual and contextual factors. The analytic sample consisted of online responses from 5,686 SGD youth (Mage = 15.95). We found four distinct profiles: Positive Parental Response, Moderate Negative Parental Response, Low Parental Response, and High Negative Parental Response. The largest profile was the Positive Parental Response, suggesting that many SGD youth perceived positive responses from their religious parents. SGD youth with diverse gender identities and intersecting identities, such as race/ethnicity, were more vulnerable to religious parents' negative responses. Findings have implications for existing resources and programs aimed at strengthening SGD youth's relationship with their religious parents.

Pediatric Palliative Care of a Transgender Adolescent.

A 15-year-old patient with metastatic synovial sarcoma conveyed to his palliative care physician that his dying wish was to start gender-affirming hormone therapy. His medical team was able to identify resources to support both him and his family as they navigated the immense difficulty of a cancer diagnosis and began to understand their child's gender identity. Literature on the care of gender diverse pediatric patients with terminal illness is minimal, but applications from adult literature, and research on supporting gender diverse adolescents more broadly, provided guidance for palliative care, oncology, and gender-affirming care teams. We believe that honoring and supporting the gender identity of adolescents with terminal illness is an essential aspect of end-of-life care. This case report outlines challenges faced by multidisciplinary pediatric team members who provided gender-affirming care for a minor under hospice care and amplifies the need for future research and guidelines pertinent to this patient population.

La neurociencia como base para la mejora de las TIC educativas

The construction of gender identity in childhood is a topic of great importance, since it influences the personal and social development of boys and girls. Several investigations have shown that gender stereotypes present in society have a great influence on the construction of children's gender identity. In this sense, different aspects that can influence the formation of stereotypes have been analyzed, such as classic stories, children's advertising, television consumption, gender roles in play, toys and cartoons. In addition, social factors such as family and school have been identified that can influence the modification of gender stereotypes. Different strategies and classroom projects have been proposed to promote gender equality, foster education in values and avoid the transmission of gender stereotypes in children's education. Children's and young people's literature has also been analyzed as a means for theconstruction of gender identity in children, and educational proposals have been proposed to work on the elimination of gender stereotypes in children's and young people's literature. In general, it can be concluded that it is necessary to continue working on the elimination of gender stereotypes in education and society in general, in order to promote a more egalitarian and respectful education of gender differences.

Long-term exposure to exogenous phthalate, masculinity and femininity trait, and gender identity in children: a Chinese 3-year longitudinal cohort study

BackgroundPhthalate esters (PAEs) are known to have hormone-like properties, and there is a growing trend of children expressing a gender identity different from assigned sex. However, there has been limited research in the potential links between PAEs exposure and gender identity.MethodsA total of 571 children (278 boys) completed the follow-up from Oct 2017 to Oct 2020 in Childhood Blood Pressure and Environmental Factors (CBPEF) cohort in Xiamen, China. Urinary PAE metabolites were measured at three time of visits using ultraperformance liquid chromatography-tandem mass spectrometry. The Children’s Sex Role Inventory scale was used to assess gender identity (masculinity, femininity, androgyny and undifferentiated), and Tanner definition was used to define puberty timing. Generalized linear models and log-binomial regression were used to assess the relationships between PAEs exposure, gender trait scores and gender identity.ResultsOverall, the concentration of most PAEs in more than 90% of participants was above the limit of detection values. In visit 1, there were 10.1% boys with femininity and 11.3% girls with masculinity; while these figures increased to 10.8% and 12.3% during follow-up, respectively. Early puberty onset accounted for 24.8% and 25.6% among boys and girls. Long-term exposure to mono-2-ethylhexyl phthalate (MEHP) (β = 1.20, 95%CI = 0.13, 2.28), mono-2-ethyl-5-hydroxyhexyl phthalate (MEHHP) (β = 1.25, 95%CI = 0.22, 2.28) and mono-2-ethyl-5-oxohexyl phthalate (MEOHP) (β = 1.40, 95%CI = 0.24, 2.56) was associated with the increased differences of femininity trait scores in boys who enter puberty earlier, prolonged exposure to di(2-ethylhexyl) phthalate (DEHP) might also have such a positive impact (β = 1.38, 95%CI = 0.36, 2.41). For gender identity, persistent exposure to low molecular weight phthalates (LMWP) was negatively associated with undifferentiated type among boys entering puberty earlier (RR = 0.18, 95%CI = 0.05, 0.75, P < 0.05), and most of the PAE metabolites exposures showed risk ratios > 1 for their femininity.ConclusionLong-term exposure to PAEs increase the femininity trait scores in boys with early onset of puberty. Although the mechanisms remain to be determined, environmental pollution might have subtle, yet measurable effects on childhood gender identity. Reducing these chemicals exposure has important public implications on gender development.

Gender Essentialism Predicts Prejudice against Gender Nonconformity in Two Cultural Contexts.

Gender-nonconforming children face a substantial amount of prejudice, making it important to investigate potential contributing factors. In a correlational study of 253 U.S. Midwestern and Pacific Northwestern 6- to 10-year-old gender-conforming children (Age M = 7.95, SD = 1.43; 54% girl, 46% boy; 77% White), we examined how gender essentialism (beliefs that gender is biological, discrete, informative, and immutable) and gender identity essentialism (beliefs that gender identity is immutable) relate to prejudice against gender-nonconforming children. We also examined whether these associations varied by the child's cultural context (rural, non-diverse, conservative vs. urban, more diverse, liberal). We found a positive correlation between gender essentialism and prejudice, in both cultural contexts. Additionally, children from the more rural context endorsed more essentialism and expressed more prejudice than did their counterparts from the more urban context. However, we found no differences in children's gender identity essentialism by cultural context and no association with prejudice.

Productive and repressive power: The influence of gender norms on parents' decisions on children's consumption

AbstractThis study examines how parents exert productive and repressive power in influencing their children's gender socialization through consumption. We interviewed 20 parents responsible for educating 36 children to investigate their challenges when confronted with their children's consumption demands that deviate from gender‐appropriate norms. Under a queer feminist poststructuralist perspective, our results reveal the conflicts between parents and their children and between mothers and fathers when making consumption decisions that affect gender socialization. Our findings contribute to the consumer socialization literature by recognizing how gender norms influence parents' decisions about their children's consumption. We also shed light on the deployment of productive and repressive power tactics by parents in shaping their children's gender identity toward an “ideal” norm.

How Teacher’s Gender Influence Student’s Gender Identity in Early Childhood

The development of gender identity in early childhood will influence how they accept their gender. Someone who confuses about their gender would be at risk to experience gender dysphoria. This study aimed to determine differences in gender identity among early childhood based on the presence of male and female teachers. The study used a quantitative approach with a cross-sectional study design. Data was collected using gender identity questionnaires from April until August 2023. The sample was 200 students (95 male; 105 female) in 23 preschool institutions (5.83 years old; SD: 0.50) in 5 regencies in East Java. Data from the two groups sample showed a difference in average scores (9.15 for children who had two gender teachers and 7.57 who only had one gender teacher). The results of statistical analysis using the Mann-Whitney U-Test showed a significance value of 0.00. The result shows significant differences in gender identity between the two groups. It shows the importance of the existence of male and female teachers in early childhood education because both have important complementary roles, especially for the children's gender identity. Researchers suggest schools, the government, or other policymakers provide regulations for the presence of male teachers in early childhood education institutions.&#x0D; Keywords: early childhood; gender identity; teacher gender&#x0D;

‘Pink is for girls, blue is for boys’ exploring brand gender identity in children’s clothing, a post-evaluation of British retailer John Lewis

‘Pink is for girls, blue is for boys’ exploring brand gender identity in children’s clothing, a post-evaluation of British retailer John Lewis

Проблема развития половой идентификации у детей в период школьного обучения

The article raises the issue of changing gender roles in the modern society. It focuses on developing gender identity in children while studying at school, and the role of both adults and peers in this process. The author has shown the difference between the concepts of “identification” and “identity”, with the concept “identification” having three categories. The article presents the analysis of the theories describing the way gender roles are acquired in the course of gender identification development, the theories revealing psychological mechanism of gender identification. There are two groups of gender differences: those that are inborn and biologically conditioned, and the ones forming in the process of socialization. The study has scientific significance as it analyzes the theories describing the process of gender identification in children during the period of schooling viewed from the perspective of its social conditioning.

Teachers dealing with non-conformity: Development of the attitudes toward childhood gender identity questionnaire for educational settings

Valid and reliable measures to evaluate teachers’ attitudes towards transgender and gender nonconforming students are lacking. Therefore, we developed the Attitudes toward Childhood Gender Identity Questionnaire for Teachers (ACGIQ-T). We analyzed data from 358 Spanish teachers (84.5% women). A CFA supported a 13-item version of the questionnaire with three factors (71% of the variance explained): Cross-gender roles in leisure/friendship; Cross-gender-typical behaviors and Cross-gender feelings/expressions. Cronbach´s alpha values were over 0.82. Regarding concurrent validity, women and feminine individuals were more likely to approve cross-gender behaviors. Associations of ACGIQ-T factors with other non-conformity roles were found, and the perception of cross-gender behaviors as problematic was associated with willingness to facilitate transitions of children and adolescents. Implications for the educational field are discussed.

Barriers faced by trans men (female to male transgender persons) in gender transitioning in Pakistan

Introduction In 2012, transgender persons in Pakistan were granted right for a legal third gender identity, and in 2018 the Transgender Persons (Protection) of Rights Act affirmed transgender people’s right for self-perceived identity. Further, gender affirming medical treatments were also legalized to support gender transitioning in transgender persons. The current study was conducted to explore barriers faced by female-to-male (FtM) transgender persons/trans men in accessing gender affirmative treatment for the purposes of gender transition. Method To achieve the objective, 11 trans men were interviewed who had Childhood Onset of Gender Dysphoria screened through Urdu translated versions of Gender Identity/Gender Dysphoria Questionnaire for Adolescents and Adults and Recalled Childhood Gender Identity Questionnaire. Semi-structured in-depth interviews were conducted and grounded theory method was used for analysis. Results Analysis revealed medical, educational, social, legal, religious, financial, and psychological barriers that participants faced during the process of transitioning. Conclusion Findings are discussed within the cultural context of Pakistan and in light of the existing literature. The findings of this research would help clinicians, academicians, policy makers and other stake holders in raising awareness regarding problems faced by FtM transgender persons.

Consistency of gender identity and preferences across time: An exploration among cisgender and transgender children.

While considerable research has examined gender development in middle childhood, little longitudinal work has been conducted at this time to indicate whether, for example, youth who show more or less gender conformity at one point continue to do so later. The present study investigated the consistency of gender identity and preferences for gender-stereotypical toys, clothing, and same-gender peer preferences among groups of transgender youth (n = 158), their siblings (n = 79), and an unrelated group of cisgender youth (n = 128) from a mean age of 7.0 (range 3.0-10.9) to a mean age of 9.6 (range 5.1-12.0). Furthermore, 65.5% of the youth were girls, 69.7% were White, 72.8% grew up in households with an annual household income of $75,000 or more, and 89.9% of parents had a bachelor's degree or higher. Overall, we found a small-to-medium correlation over this 2.6-year span within each group, both across the composite of measures and most measures individually. Despite the moderate stability over time, we found a decrease in the composite and individual scores over this time span for girls and for transgender participants. Together these results suggested some stability in children's gender identity and preferences in middle childhood and that this was true regardless of whether the child's gender did or did not align with their sex assignment at birth. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

DELINEATION OF WOMEN IDENTITY IN THE DISNEY ANIMATED FILM ECANTO (2019)

Disney's animated films is produced not only to provide entertainment but also to deliver messages in it. Most Disney animated films have a target audience of children. The element of persuasion that includes every message will be one of children's character-building in real life, including how the film constitutes gender identity in children, which will affect the development of their lives. One of Disney's animated films is Encanto film which was released in 2021. The purpose of this research is to describe the moral values of the characters in Encanto film, especially observing the identity of the women depicted in this film. The research method uses a qualitative narrative approach to analyze Encanto film. This study uses Stuart Hall's representation theory and Christian Metz's Semiotic Analysis Method (MAS), or cinematographic semiotics. By the critical paradigm, this MAS is qualitatively interpretive. A method that focuses on signs and texts as objects of study and how researchers interpret and understand the code (decoding) behind the signs and texts. The study revealed the women's identity on the main character, Mirabel in the film Encanto. This identity is mainly found from the stereotypical Mirabel identity as a woman. The other marginalization, subordination, power, and workload differentiate Mirabel’s identity as a woman from men in Encanto film

Developing Parenting Guidelines to Support Transgender and Gender Diverse Children's Well-being.

Parents and caregivers' responses to their child's gender identity or expression play a pivotal role in their mental health. Despite increasing visibility of transgender and gender diverse (TGD) children, few scientific resources exist to advise their parents and caregivers. We used an online Delphi study to generate expert consensus. Expert adult participants (N = 93; 55% cisgender women, 12% cisgender men, 33% gender minority; 83% White race or ethnicity) rated statements describing parenting strategies compiled from a systematic search of community-generated online literature. Participants represented 3 distinct "panels" of expertise: parents and caregivers of a TGD child, TGD persons, and/or professionals working with TGD populations. Statements rated as essential or important by 80% to 100% of each panel were endorsed as a guideline. Three rounds of surveys were used with iterative feedback to develop consensus. Of 813 total statements, only 125 were endorsed by all 3 panels. Key domains of consensus included: supportive strategies for parents (eg, open communication, listening), behaviors to avoid (eg, pressuring a child into a gender transition), strategies for navigating healthcare and school systems, and common responses for parents (eg, confusion). Areas of disagreement, in which professional and TGD panels concurred but the parent panel did not, included whether to allow gender identity experimentation during childhood, the value of providing access to gender diverse media, and how to avoid misgendering a child. These consensus-based guidelines offer a unique and needed resource for parents and caregivers and clinicians and can be used to promote the mental health and well-being of TGD children.

Whose Genitalia Are Involved In The Dissolution Of The Oedipus Complex In Boys?

This paper addresses the issue of whose genitalia are involved in the dissolution of the castration complex in boys. Freud and his followers suggested several different possibilities which are elaborated herein, and these alternative models are discussed from the perspective of psychological research regarding children's emergent gender identity and their awareness of genital differences. The reviewed data show that contrary to Freudian theory, preschool children's emergent gender identity is not dependent on their awareness of genital differences. However, preschoolers with younger siblings, primarily opposite gender ones, evidence greater understanding of genital differences, as Freud suggested. The discussion emphasizes the importance of children's family constellation and their awareness of self-other similarity and dissimilarity in the development of their gender identity.

Transgender and nonbinary young adults' perception of sibling and parental support for gender identity.

Transgender and nonbinary young adults report frequent parental rejection was linked to poor mental health. There are limited data about transgender and nonbinary young adult sibling relationships following disclosure or discovery of gender identity. The purpose of this analysis is to compare transgender and nonbinary young adults' perception of parental and sibling support specifically for gender identity immediately after disclosure and in the present day. Eligible respondents were recruited via paid social media advertisements. Respondents provided data on demographics, family relationships, and perceived support for gender identity. The sample consisted of 348 transgender and nonbinary young adults (Mean age: 21.5 years) who lived in the United States, identified as White and were assigned female at birth. The majority reported on a nuclear family. Nearly three-quarters (71.3%) had disclosed their identity to at least one parent and had done so within the past 3 years. Overall, respondents perceived a significant increase in family members' support from the time of disclosure to the time of the survey. Most respondents reported improved family relationships since disclosing their gender identity. Siblings were perceived as significantly more supportive than either parent at both time points. Siblings could be an essential source of support for transgender/nonbinary young people, particularly if parents are not accepting or do not yet know their child's gender identity. Nurses and other professionals working with transgender and nonbinary young people in school, community, and clinical settings should assess perceived support across familial relationships.

Transgender children and young people: how the evidence can point the way forward.

The development of gender identity in children from around the age of 3 years is described. Wishes for transgender identity are distinguished from gender-atypical behaviour. Reasons for the recent rise in transgender referrals in the early teen years are discussed. The now widely used protocol developed by the Amsterdam group for assessing transgender children and young people and, where appropriate, offering them puberty blockers, cross-sex hormones and sex reassignment surgery is described. Evidence for the effectiveness of this approach is considered. The competence of young people to give consent to these procedures is discussed. Finally, proposals are made for topics urgently requiring further research.

Female Victimization: The Issue of Female Infanticide in Children’s Literature and the Indian Society

Children’s literature is one of the chief vehicles contributing to development of gender identity in children. It can be read as an important socio-cultural and socio-political document. This article examines the gender issue of female infanticide and the representation of gender relations in Ranjit Lal’s ‘Crossword Best Children’s Book Award’ winner Faces in the Water. The study focuses on the correlation between the societal gender issue and childhood. The narrative is analysed using an interdisciplinary approach to the aspect of gender issue addressed in the text in relation to Indian society and studies made in social sciences. Also, the prevalence of the serious gender issues in the realistic narratives and the position of children as readers of narratives with serious gender issues is analyzed.