Psychoeducational Assessment of Transgender and Gender Nonconforming (TGNC) Individuals: Recommendations for Best Practices

The work of the Welfare Warriors Research Collaborative (WWRC), a participatory action research (PAR) project that looks at how low income lesbian, gay, bisexual, transgender, and gender nonconforming (LG-BTGNC) people survive and resist violence and discrimination in New York City, raises the question of what it means to make conscientization, or critical consciousness, a core feature of PAR. Guishard's (2009) reconceptualization of conscientization as “moments of consciousness” provides a new way of looking at what seemed to be missing from WWRC's process and analysis. According to Guishard, rather than a singular awakening, critical consciousness emerges continually through interactions with others and the social context. Analysis of the WWRC's process demonstrates that PAR researchers doing “PAR deep” (Fine, 2008)—research in which community members share in all aspects of design, method, analysis and product development—should have an agenda for developing critical consciousness, just as they would have agendas for participation, for action, and for research.

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The Category Is . . . Opulence!

Kalfou A Journal of Comparative and Relational Ethnic Studies ◽

10.15367/kf.v7i1.321 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Joseph Plaster

Keyword(s):

Performance Studies ◽

Knowledge Creation ◽

People Of Color ◽

Gender Nonconforming ◽

Johns Hopkins University ◽

The Cross ◽

And Gender ◽

A Performance

In recent years there has been a strong “public turn” within universities that is renewing interest in collaborative approaches to knowledge creation. This article draws on performance studies literature to explore the cross-disciplinary collaborations made possible when the academy broadens our scope of inquiry to include knowledge produced through performance. It takes as a case study the “Peabody Ballroom Experience,” an ongoing collaboration between the Johns Hopkins University Sheridan Libraries, the Peabody Institute BFA Dance program, and Baltimore’s ballroom community—a performance-based arts culture comprising gay, lesbian, queer, transgender, and gender-nonconforming people of color.

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Sex Reclassification for Trans and Gender Nonconforming People: From the Medicalized Body to the Privatized Self

SSRN Electronic Journal ◽

10.2139/ssrn.3446284 ◽

2019 ◽

Author(s):

Ido Katri

Keyword(s):

Gender Nonconforming ◽

And Gender

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Sexual Disorders among Sexual and Gender Minority Populations

The Oxford Handbook of Sexual and Gender Minority Mental Health ◽

10.1093/oxfordhb/9780190067991.013.13 ◽

2020 ◽

pp. 134-145

Author(s):

Heather L. Armstrong

Keyword(s):

Sexual Health ◽

Sexual Disorders ◽

Minority Populations ◽

Gender Nonconforming ◽

Complex Disorders ◽

Gender Minority ◽

Research Perspectives ◽

Sexual Orientations ◽

Sexual And Gender Minority ◽

And Gender

Sexual disorders and dysfunction are common among people of all sexual orientations and gender identities. And while definitions and conceptions of sexual health are typically broad, the clinical and research perspectives on sexual function and dysfunction have traditionally relied on the four-phase model of sexual response and disorders are generally classified as “male” or “female.” This chapter reviews the diagnostic criteria for specific sexual dysfunctions and presents a summary of existing research among sexual and gender minority populations. Overall, research on sexual dysfunction among sexual and gender minority people is limited, and this is especially true for transgender and gender nonconforming individuals. Understanding these often complex disorders requires that individuals, clinicians, and researchers consider a range of biopsychosocial factors that can affect and be affected by one’s sexual health and sexuality.

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The Co-Occurrence of Autism and Gender Diversity

The Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions ◽

10.1093/oxfordhb/9780190910761.013.11 ◽

2020 ◽

pp. 197-211

Author(s):

Jill C. Fodstad ◽

Rebecca Elias ◽

Shivali Sarawgi

Keyword(s):

Gender Dysphoria ◽

Gender Diversity ◽

Gender Nonconforming ◽

Medical Interventions ◽

Gender Diverse ◽

Nonbinary Gender ◽

Psychiatric Conditions ◽

The Common ◽

And Gender

Gender diversity refers to gender expressions and/or gender identity experiences that vary from the common experiences of gender. Gender-diverse people may be gender nonconforming, gender nonbinary, gender fluid, gender exploring, transgender, and so forth. Some gender-diverse individuals experience gender dysphoria and/or gender incongruence and may require gender-affirming supports, including gender-affirming medical interventions. The co-occurrence of autism and gender diversity has been highlighted in a series of studies internationally as well as through rich community expressions. Studies in gender-referred individuals reveal high rates of autism traits as well as high rates of existing autism diagnoses. Studies in autistic populations reveal greater gender diversity characteristics. The long-term course of gender diversity in autistic individuals is poorly understood. Clinical guidelines have been developed for adolescents with the co-occurrence, but much work remains: No gender-related measures have been developed and tested for use in neurodiverse populations, no programs exist to support gender-diverse neurodiverse adults, and little is known about co-occurring mental health profiles, risks, or protective factors for people with the co-occurrence. The inclusion of this chapter on co-occurring autism and gender diversity within a book on “co-occurring psychiatric conditions” is problematic, because gender diversity is not a “psychiatric condition,” but instead a form of human diversity. The diagnosis of Gender Dysphoria is useful only insomuch as it allows individuals to obtain necessary gender-related supports. The authors’ choice to include this chapter in this book reflects a compromise, motivated by the need for educating both autism and gender specialists in this common co-occurrence.

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Sex and gender differences in nutrition research: considerations with the transgender and gender nonconforming population

Nutrition Journal ◽

10.1186/s12937-021-00662-z ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Whitney Linsenmeyer ◽

Jennifer Waters

Keyword(s):

Gender Equity ◽

The Body ◽

Sex And Gender ◽

Validity And Reliability ◽

Nutrition Interventions ◽

Step Method ◽

Gender Nonconforming ◽

Nutrition Research ◽

Surveillance Programs ◽

And Gender

AbstractA sex- and gender-informed approach to study design, analysis and reporting has particular relevance to the transgender and gender nonconforming population (TGNC) where sex and gender identity differ. Notable research gaps persist related to dietary intake, validity and reliability of nutrition assessment methods, and nutrition interventions with TGNC populations. This is due in part to the conflation of sex and gender into one binary category (male or female) in many nutrition surveillance programs worldwide. Adoption of the Sex and Gender Equity In Research (SAGER) guidelines and the two-step method of querying sex and gender has the potential to exponentially increase the body of research related to TGNC health.

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“Making Space” for Ourselves

Urban Education ◽

10.1177/0042085911400322 ◽

2011 ◽

Vol 46 (6) ◽

pp. 1352-1378 ◽

Cited By ~ 28

Author(s):

Terah T. Venzant Chambers ◽

Lance T. McCready

Keyword(s):

African American ◽

School Engagement ◽

Male Students ◽

Psychosocial Needs ◽

Gender Nonconforming ◽

Institutional Processes ◽

Perceived Need ◽

American Students ◽

Time Work ◽

And Gender

Drawing from two separate case studies, one on lower track African American students and another on gay and gender nonconforming African American male students, this article explores how students with multiple stigmatized identities make sense of and respond to their marginalization, a process we term making space. In particular, we consider how making space can support students’ psychosocial needs and at the same time work against school engagement and academic striving. We describe types of “making space” strategies: sociospatial, performative, and political/institutional, and use these categories to describe the ways students in our projects responded to their perceived marginalization. Institutional processes that make these responses necessary are addressed as well as how schools can either mediate or intensify students’ feelings of marginalization and therefore their perceived need to “make space.”

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