scholarly journals From Pink Frilly Dresses to ‘One of the Boys’: A Social-Cognitive Analysis of Gender Identity Development and Gender Bias

2011 ◽  
Vol 5 (11) ◽  
pp. 933-949 ◽  
Author(s):  
May Ling Halim ◽  
Diane N. Ruble ◽  
David M. Amodio
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Gender Bias ◽  
Social Cognitive ◽  
Cognitive Analysis ◽  
And Gender

Gender, Sexuality, and Psychological Theories of Youth Development

2021 ◽  
Author(s):  
Cassandra R. Homick ◽  
Lisa F. Platt
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Life Span ◽  
Sexual Identity ◽  
Sexual Minority ◽  
Erik Erikson ◽  
Transgender Identity ◽  
Stage Models ◽  
Minority Identity ◽  
And Gender

Gender and sexual identity play a significant role in the lives of developing youth. The developments of gender and sexual identities are shaped by a variety of factors including, but not limited to, biological, cognitive, and social elements. It is crucial to consider that gender and sexual minority individuals face additional complexities in the two processes of gender identity and sexual identity development. Cisgender identity development is most commonly understood with the help of early cognitive and social theories, although biological components play a part as well. Specifically, the theories of Lawrence Kohlberg, Sandra Bem, Alfred Bandura, and David Buss have made significant contributions to the understanding of cisgender identity development. Modern transgender identity development models are helpful in exploring transgender identity formation with the most popular being the Transgender Emergence Model founded by Arlene Lev. Similar to cisgender identity development, heterosexual identity development is typically understood with the help of early psychosocial theories, namely that of Erik Erikson. Sexual minority identity development is often comprehended using stage models and life-span models. Sexual minority stage models build off the work of Erik Erikson, with one of the most popular being the Cass Model of Gay and Lesbian Identity Development. Offering more flexibility than stage models and allowing for fluid sexual identity, life-span models, like the D’Augelli model, are often more popular choices for modern exploration of sexual minority identity development. As both sexual and gender identity spectrums are continuing to expand, there also comes a need for an exploration of the relationship between sexual and gender identity development, particularly among sexual minority populations.

Thinking about ethnicity and gender diversity in children and young people

2018 ◽  
Vol 24 (2) ◽  
pp. 291-303 ◽  
Author(s):  
Nastasja M de Graaf ◽  
Ilham I Manjra ◽  
Anna Hames ◽  
Claudia Zitz
Keyword(s):  
Young People ◽  
Identity Development ◽  
Gender Identity ◽  
Gender Diversity ◽  
Age Groups ◽  
Chi Square ◽  
Children And Young People ◽  
And Gender ◽  
The Uk ◽  
Ethnicity Data

Background: Little is known about how social and cultural variants interact with gender identity development. This article aims to identify the ethnicities of children and young people referred to the United Kingdom’s national Gender Identity Development Service (GIDS), and compare the ethnicity data with the UK child population and referrals to Child and Adolescent Mental Health Services (CAMHS). Methods: GIDS referrals made between April 2012 and April 2015 for children and young people were retrieved. Ethnicity data were obtained by the ‘16 + 1’ ethnicity list. Chi-square and t-tests were performed on the demographics. Results: Less than 10% of the 995 referrals at GIDS were from Black and minority ethnic (BME) groups – an underrepresentation as compared with both the national population and CAMHS figures. No significant differences in ethnic representation were found between the demographic birth-assigned sexes, across age groups, or year of referral. Conclusions: Hypotheses proposed for this underrepresentation take into account both the potential barriers to accessing services and the possibility of cross-cultural variations in the conceptualisations of gender, gender roles and gender diversity. Ethnicity, culture and religion, and their overlapping relationship with gender need further exploration.

Gender diversity and non-binary presentations in young people attending the United Kingdom’s National Gender Identity Development Service

2018 ◽  
Vol 24 (2) ◽  
pp. 277-290 ◽  
Author(s):  
Jos Twist ◽  
Nastasja M de Graaf
Keyword(s):  
Young People ◽  
Identity Development ◽  
Gender Identity ◽  
Gender Diversity ◽  
The Body ◽  
Intrinsic Factors ◽  
Gender Expression ◽  
And Gender ◽  
Development Service ◽  
Binary Gender

There has been a recent rise in the number of people who hold a non-binary gender identity. However, the proportion of young people attending gender services who identify as non-binary has not yet been investigated. This article presents the findings from a pilot study of newly designed questionnaire, the Gender Diversity Questionnaire, which included questions about gender identity and gender expression. Responses from 251 adolescents attending the United Kingdom’s National Gender Identity Development Service between June 2016 and February 2017 are reported here. The majority, 56.9%, of young people identified as trans, 29.3% identified as a binary gender (male or female), 11% identified as non-binary and 1.2% as agender. There were no significant differences in self-defined identities based on assigned gender or age. However, once young people were separated into these groups, some of them were very small; thus, a larger sample is required. In terms of aspects of gender expression that were important to the young people, the data formed five themes – name and pronouns, external appearance, the body, intrinsic factors and ‘other’. Strengths and weaknesses of the research are discussed as well as future work that will be conducted.

LGBT Youth in Schools

Education ◽  
2017 ◽  
Author(s):  
Jeffrey M. Poirier ◽  
Allison Mattheis ◽  
Deborah Temkin
Keyword(s):  
Sexual Orientation ◽  
Identity Development ◽  
Gender Identity ◽  
School Context ◽  
School Administrator ◽  
Lgbt Youth ◽  
Lgbt Students ◽  
Inclusive School ◽  
And Gender ◽  
K 12

This review synthesizes recent literature and research on students in K–12 schools who are attracted to the same gender (lesbian, gay), attracted to people of the same or other genders (bisexual), or identify as a gender different than the one they were assigned at birth (transgender). Lesbian, gay, bisexual, and transgender (LGBT) young people have historically experienced vulnerability in schools because of challenges such as invisibility in school curricula; peer and staff rejection, harassment, and violence; and ill-equipped school professionals who lack the competence and will to effectively address bias and foster inclusive school environments. Foundational research in the field examines this vulnerability to document the experiences and needs of this population—and to draw attention to gaps in school policy, practice, and outcomes for LGBT students. Research examining vulnerabilities and challenges for this population is also prominent in the early 21st century because many of these concerns persist. At the same time, more recent research on LGBT youth in schools is attending to these young people’s positive assets and their resilience, including their abilities to effectively navigate conflict and stress and adapt to different situations. Throughout this article, “LGBT” is used as an umbrella acronym. Although the rich diversity of sexual orientation and gender identity and expression, such as students who are queer, genderqueer, or questioning their sexual orientation or gender identity is important, this article aims to provide a working vocabulary to address this population of youth discussed here. This article also aligns its terminology with the content of articles. In other words, if an article examines only transgender students, then the full LGBT acronym is not used when writing about that article. Research on LGBT youth in schools is substantial, given the growth of research studying related issues during the late 20th and early 21st centuries. This expanding research on LGBT youth in schools has spanned topics beyond their school experiences to include myriad issues such as their identity development within the school context; school-based policies, practices, and supports such as inclusive nondiscrimination policies; teacher practices that foster welcoming and inclusive school settings, and the benefits of safe spaces and targeted supports for LGBT students; and how school administrator and teacher preparation programs can lead to better school practice and outcomes for LGBT students. Other areas of research on LGBT youth in schools continue to emerge as the field’s understanding about diverse sexual orientation and gender identities expands, and as there is more attention given to the complexity of identity and expression including intersectionality (e.g., youth in schools who are LGBT and of color, or LGBT and immigrants).

scholarly journals SUN-036 Evaluation of Gender Experience Among Individuals with Isolated GnRH Deficiency Compared to Controls

2020 ◽  
Vol 4 (Supplement_1) ◽  
Author(s):  
Rebecca Persky ◽  
Joan C Han ◽  
Anna Neyman ◽  
Reuben D Rohn ◽  
Ravikumar Balasubramanian ◽  
...  
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Female Gender ◽  
Sex Hormone ◽  
Hormone Production ◽  
Validated Questionnaire ◽  
Significant Difference ◽  
Hormone Exposure ◽  
And Gender ◽  
The Individual

Abstract Background: Sex hormones play a role in gender identity development. For example, 46,XY individuals with complete androgen insensitivity typically have a female gender identity. Isolated GnRH deficiency (IGD) leads to hypogonadism due to decreased GnRH-induced gonadotropin production. It is unknown if decreased sex hormone exposure leads to differences in gender identity among individuals with IGD compared with the general population. Our objective was to determine if the gender identity in subjects with IGD differs from controls. Methods: We distributed a validated questionnaire; the Gender Identity/Gender Dysphoria Questionnaire for Adults and Adolescents (GIDYQ-AA) (1), to IGD participants who previously enrolled in a phenotyping study. Subjects also provided their age, sex assigned at birth (SAAB), gender and information about their condition and treatment. Group survey scores are expressed as mean ± SD. IGD subject scores were compared with control data (Student’s t-test) obtained from a validation study for the GIDYQ-AA (2). Results: Out of 79 subjects who were contacted, 8 males (M) assigned at birth and 7 females (F) assigned at birth chose to participate and one person actively declined. Average age was 30 y for F and 28 y for M. At the time of the study, all subjects were on hormone supplementation except for one F. A score of 5 indicates a gender identity congruent with SAAB. Among F, mean scaled IGD score was 4.73 ± 0.29 vs. controls (4.8 ± 0.28, n=57; not significant (ns)), and for M it was 4.62 ± 0.52 vs. controls (4.82 ± 0.24, n=37; ns). One female identified as “non-gendered”, one male identified as “intersex/DSD” (14% of respondents), one female did not respond and gender was congruent with SAAB in the remainder. The lowest mean score for an individual question for the IGD F group was in response to whether they felt satisfied being a woman and for the IGD M group, it was in response to whether they felt they were a real man. Conclusions: Men and women with IGD did not show a significant difference in their gender identity compared with controls, and gender was found to be congruent with SAAB for the majority. However, the individual question responses and the self-described gender in this small cohort may suggest that there are differences in how some individuals with IGD experience their gender development. We speculate that this may be related to how they perceive the differences in physical development that they experienced related to their condition. Larger studies in participants with IGD and other disorders that alter sex hormone production/effect are necessary to further understand the relationship between decreased sex hormone exposure during critical developmental periods and gender identity development. References: (1) Deogracias, J.J, et al. J. Sex Res., 2007, 44:4, 370–379 (2) Singh, D. et al. J. Sex Res. 2010, 47:1, 49–58

scholarly journals PARENTAL INFLUENCE ON A CHILD'S GENDER IDENTITY DEVELOPMENT IN LAURIE FRANKEL'S THIS IS HOW IT ALWAYS IS

2020 ◽  
Vol 15 (2) ◽  
pp. 215-226
Author(s):  
Nazila Rikhusshuba ◽  
Miftahul Huda
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Literary Criticism ◽  
Observational Learning ◽  
Parental Influence ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Literary Work ◽  
Gender Orientation ◽  
The Social

Social aspects, including parents, are likely to influence the development of gender identity. As parents' actions and behaviours convey meaning to their children, they contribute to the formation of the children's gender identity development. The present study aims to investigate the parental influence on the gender identity development of a child character named Claude in Laurie Frankel's This Is How It Always Is. This study is a literary criticism concerning the issue of gender identity development in a literary work viewed from a psychological approach. The data were collected from a novel entitled This Is How It Always Is by Laurie Frankel and analyzed using the social cognitive theory of gender development by Bussey Bandura (1999). The results of the study revealed that his parents influence Claude's gender identity development through the process of modelling as a part of observational learning, which is also supported by parents' evaluative reactions such as rewards or punishments. The process of modelling reveals egalitarian gender roles and sexual orientation modelled and Claude's attention to his mother as an ideal female model, alongside with how parents convey affective reactions such as acceptance and approval on Claude's gender orientation.

The Neuroscience of Gender Bias within Organisations: Implicit and Explicit Influences

2021 ◽  
Author(s):  
◽  
James Wicks
Keyword(s):  
Gender Bias ◽  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Social Cognitive ◽  
Group Composition ◽  
Explicit Bias ◽  
Complex Adaptive ◽  
And Gender ◽  
Implicit And Explicit ◽  
The Relationship

<p>It has been 30 years since the metaphor of a ‘glass ceiling’ was introduced, yet progress to address gender bias in organisations has been slow. Within a context in which employment is rapidly changing and technologies are enabling new ways of working, gender bias in organisations remains a persistent and complex issue that requires new ways of thinking. This study integrates across two scientific disciplines: social cognitive neuroscience and complex adaptive systems, in order to examine the complex nature of gender bias in organisations and advance implications for practice.  The central proposition underlying this study is that the gender composition of a person’s ‘in-group’, that is the group of people one most closely relates to in a work setting, has implications for their level of gender bias. The relationship between in-group composition and gender bias is examined from implicit (unconscious) and explicit (conscious) bias perspectives. The composition of in-group is measured by homogeneity, size and trust, and is captured within an integrated instrument that includes measures of implicit and explicit bias.  The study is informed by the theory of interactive person construal. It is proposed that biases are a dynamic, continuously evolving phenomena emerging from top down and bottom up cues. Specifically, the essence of this research is the relationship between the neuroscientific dynamics of in-group and out-group differentiation within the human brain and the complex systemic nature of the modern workplace. The study endeavours to make a contribution to the understanding of how people who share common values and interests (ingroup) influence gender bias in organisations.  The research has been conducted in a professional services organisation. A group of people within the organisation were asked to participate in an online survey to capture implicit bias, explicit bias, composition of their in-group and demographic details. This research applied a quantitative survey methodology.  The aims of the study are to:  • examine the relationship between in-group composition and gender bias building from theoretical insights from neuroscience and complex adaptive systems theory,  • test both implicit and explicit attitudes towards gender bias,  • test the relationship between implicit and explicit measures of bias, and  • provide a contribution to theory and practice in relation to addressing the issue of gender bias in organisations.  It is concluded that there is a statistically significant association between in-group composition and the manifestation of implicit and explicit bias using a variety of measures. The model of in-group composition developed for this study could be used as a means to understand gender system dynamics. A dynamic systems model of bias is proposed based on the research variables and complexity ideas examined in the study. For organisations, this research has implications for how the issue of gender bias should be approached. Connecting ideas from social cognitive neuroscience and complex adaptive systems, this research highlights the interrelationship between recurring levels (neural, individual, group, organisation) within the bias system and the nature of interventions that may lead to enduring change.</p>

Intersectional Perspectives on Gender and Gender Identity Development

2016 ◽  
Vol 2016 (154) ◽  
pp. 71-83
Author(s):  
Claire K. Robbins ◽  
Brian L. McGowan
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
And Gender
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