scholarly journals Mainstream Psychology And The Gender Binary: Toward An Account Of Becoming "Non-Binary"

2021 ◽  
Author(s):  
Alexander T. Vasilovsky
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Self Determination ◽  
Gender Identities ◽  
Gender Nonconforming ◽  
Binary Logic ◽  
Gender Binary ◽  
Genealogical Analysis ◽  
History Of ◽  
And Gender

The gender binary haunts mainstream psychology’s history of medicalizing trans and gender nonconforming people, particularly its construction of their gender identities as psychopathological and in need of treatment for violating the binary logic of normative (cis) development. Drawing on interviews with 24 participants who identified as “non-binary,” this dissertation advances: 1) a genealogical analysis of the construction, interpretation, and administration of “transgenderism” (psychology’s parlance) which elucidates the discipline’s maintenance of the gender binary through said construction, interpretation, and administration; and (2) an account of “becoming” gendered (non-binary, in this case) as an alternative to the mainstream models of gender identity development. Becoming (a) shifts from the etiological “why” to the psychosocial “how” (as in, how to go about assembling oneself as non-binary; labels and pronouns are key); (b) eschews teleology (there is no end goal with regard to embodiment); (c) privileges gender self-determination; (d) attends to intersectionality; and (e) foregrounds intersubjectivity. The participants were largely concerned with asserting the validity of their gender identities as non-binary, which are routinely dismissed and invalidated, and this dissertation works toward undoing psychology’s own invalidating practices.

scholarly journals Mainstream Psychology And The Gender Binary: Toward An Account Of Becoming "Non-Binary"

2021 ◽  
Author(s):  
Alexander T. Vasilovsky
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Self Determination ◽  
Gender Identities ◽  
Gender Nonconforming ◽  
Binary Logic ◽  
Gender Binary ◽  
Genealogical Analysis ◽  
History Of ◽  
And Gender

The gender binary haunts mainstream psychology’s history of medicalizing trans and gender nonconforming people, particularly its construction of their gender identities as psychopathological and in need of treatment for violating the binary logic of normative (cis) development. Drawing on interviews with 24 participants who identified as “non-binary,” this dissertation advances: 1) a genealogical analysis of the construction, interpretation, and administration of “transgenderism” (psychology’s parlance) which elucidates the discipline’s maintenance of the gender binary through said construction, interpretation, and administration; and (2) an account of “becoming” gendered (non-binary, in this case) as an alternative to the mainstream models of gender identity development. Becoming (a) shifts from the etiological “why” to the psychosocial “how” (as in, how to go about assembling oneself as non-binary; labels and pronouns are key); (b) eschews teleology (there is no end goal with regard to embodiment); (c) privileges gender self-determination; (d) attends to intersectionality; and (e) foregrounds intersubjectivity. The participants were largely concerned with asserting the validity of their gender identities as non-binary, which are routinely dismissed and invalidated, and this dissertation works toward undoing psychology’s own invalidating practices.

Advocacy to Support Gender Identity Development in Schools in the Face of Organized Backlash

2016 ◽  
pp. 219-237 ◽  
Author(s):  
David Fischer ◽  
L. Boyd Bellinger ◽  
Stacey S. Horn ◽  
Shannon L. Sullivan
Keyword(s):  
United States ◽  
Identity Development ◽  
Gender Identity ◽  
Children And Adolescents ◽  
The United States ◽  
Gender Nonconforming ◽  
Record Keeping ◽  
The Face ◽  
And Gender ◽  
Opposition Group

Supporting transgender and gender-nonconforming children and adolescents represents a challenge to schools and districts that are not prepared to do so. While much of the conversation focuses on the need for anti-bullying and anti-harassment policies, often what is left out are the support and accommodations necessary that allow transgender and gender-nonconforming children and adolescents to thrive, such as gender-neutral bathrooms, record keeping, name and pronoun usage, and gender-segregated activities. This chapter explores the process used by one safe schools organization in the United States to advocate for inclusive policies and the backlash that ensued when an opposition group began organizing against the passage of the policies. A summary of the process for passing the policies and subsequent organizing efforts to protect the district employee who supported the policies, along with the policies themselves, leads to implications for future organizing efforts.

Gender and Gender Identity Development Among Young Trans People in North America

2021 ◽  
Author(s):  
Julia Sinclair-Palm
Keyword(s):  
North America ◽  
Identity Development ◽  
Gender Identity ◽  
Children And Youth ◽  
Gender Nonconforming ◽  
Trans People ◽  
Medical Discourses ◽  
And Gender ◽  
Trans Youth ◽  
The Way

When children are born, they are typically assigned a sex, male or female, based on the appearance of external genitalia. The gender of the newborn is assumed based on the assigned sex. Researchers debate the origins of gender and whether gender is largely biologically based or socially constructed. Sociologists tend to argue that children learn about their gender from their parents and experiences at school through a process known as gender role socialization, whereas medical discourses argue that one’s gender should be aligned with one’s assigned sex. Schools are one of the first sites outside the home where researchers have studied the way gender nonconforming and trans children and youth face discrimination and harassment. Education research about trans youth documents the need for trans youth to have a voice in school policies and practices. Trans adults offer a wide range of theories about gender and critique traditional models of gender for their failure to capture the complexity, fluidity, and diversity of gender experiences and identities. Trans youth have yet to enter these conversations and their gender, access to treatment and services, and rights are often determined by medical discourses about gender and gender identity development. In the 21st century, the parents and families of trans youth are beginning to play an important role in advocating for and supporting the needs of their trans child. Trans identity development models are shaped by theories about gender and are often designed as a stage model. In 2004, Aaron Devor created the first trans identity development model based on the CASS model that Viviane Cass developed in 1979. Scholars have critiqued these models for their rigid conceptualization of gender, the linear structure of stages in these models, and the lack of recognition of the role race, class, disability, and sexuality have in the complexity of gender. Scholars have also remarked on the way these models were developed for trans adults and fail to conceptualize trans youth. Theories about gender and gender identity development have shaped gender models used in the treatment of gender nonconforming children. The gender affirmative model takes a progressive approach to this treatment, allowing children and youth to be experts on their gender and to be supported in socially transitioning at any age. Research about gender and gender identity development among trans youth in North America is increasingly recognizing the need to center the voices and needs of young trans people.

scholarly journals Gender in a Box? The Paradoxes of Recognition beyond the Gender Binary

2020 ◽  
Vol 8 (3) ◽  
pp. 231-241
Author(s):  
Sofia Aboim
Keyword(s):  
Gender Identity ◽  
Social Life ◽  
Individual Identity ◽  
Gender Nonconforming ◽  
Identity Recognition ◽  
Gender Binary ◽  
Gender Regimes ◽  
Recent Developments ◽  
Identity Model ◽  
And Gender

The growing visibility of trans and gender-nonconforming individuals paved the way for a novel politics of transgender recognition in the legal sphere and state-governed public policies. Considering that the possibilities for registering multiple genders beyond male or female are taking effect in several countries, this article examines recent developments and claims that recognition is complicit with misrecognition for two main reasons. Firstly, because models of recognition tend to equalize all the interactions and all the fields of social life. Drawing on Axel Honneth’s notion of spheres of recognition, I argue that inasmuch as different forms of recognition (legal, moral, affective) are governed by different norms and gender regimes, the dynamics of recognition produce misrecognition. Secondly, because legal and institutional recognition tends to reify individual identity. Drawing on Nancy Fraser’s critique of the identity model of recognition, I contend that the identity recognition model tends to impose a norm rather than recognizing diversity. Therefore, gender identity categories can—through a process of reification—block the entitlement to affirm one’s self-determined gender identity. The paradoxical dynamics of recognition are empirically illustrated through an analysis of third-gender markers and their effects upon the lives and narratives of trans and gender-nonconforming individuals. By examining the case of Nepal in comparative perspective with other developments in Asia and South America, it is demonstrated that the identity model of recognition is complicit with feelings and practices of misrecognition.

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.

scholarly journals Proving it: experiences of sexual minorities in the Canadian refugee determination system

2021 ◽  
Author(s):  
Casey Anderson
Keyword(s):  
Sexual Orientation ◽  
Gender Identity ◽  
Sexual Minority ◽  
Sexual Minorities ◽  
Decision Makers ◽  
Gender Identities ◽  
Theoretical Concepts ◽  
Canadian Immigration ◽  
Determination System ◽  
And Gender

This paper explores refugee claimant’s experiences negotiating the Canadian Immigration and Refugee Board (IRB). Focusing on claims based on sexual orientation and gender identity, this paper investigates how claimants are made to ‘prove’ their sexual orientation and gender identity. The IRB and its decision makers require that claimants prove their identity as a refugee as well as a member of a sexual minority. Through an analysis of the existing literature and by integrating queer and feminist theoretical concepts on gender, sex, performativity and representation, it is apparent that the Canadian IRB functions as a heteronormative system in which the understanding of sexual orientation and gender identities are essentialized.

scholarly journals Proving it: experiences of sexual minorities in the Canadian refugee determination system

2021 ◽  
Author(s):  
Casey Anderson
Keyword(s):  
Sexual Orientation ◽  
Gender Identity ◽  
Sexual Minority ◽  
Sexual Minorities ◽  
Decision Makers ◽  
Gender Identities ◽  
Theoretical Concepts ◽  
Canadian Immigration ◽  
Determination System ◽  
And Gender

This paper explores refugee claimant’s experiences negotiating the Canadian Immigration and Refugee Board (IRB). Focusing on claims based on sexual orientation and gender identity, this paper investigates how claimants are made to ‘prove’ their sexual orientation and gender identity. The IRB and its decision makers require that claimants prove their identity as a refugee as well as a member of a sexual minority. Through an analysis of the existing literature and by integrating queer and feminist theoretical concepts on gender, sex, performativity and representation, it is apparent that the Canadian IRB functions as a heteronormative system in which the understanding of sexual orientation and gender identities are essentialized.

Trans Voices Speak: Suggestions from Trans Educators about Working with Trans Students

2021 ◽  
Vol 108 (1) ◽  
pp. 50-56
Author(s):  
Christopher Cayari ◽  
Felix A. Graham ◽  
Emma Joy Jampole ◽  
Jared O’Leary
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Music Educators ◽  
Gender Nonconforming ◽  
The Past ◽  
Music Making ◽  
Trans People ◽  
The Social ◽  
And Gender ◽  
Music Classrooms

The social climate in the past decade has seen a rise in visibility of trans students in music classrooms and ensembles, leading to a need for scholarship on how to serve this growing population. Literature is being published to address this topic; however, the lack of scholarship by trans educators might lead many music educators to conclusions and practices that can be, at the very least, discouraging to some trans students and may disrupt their learning experiences. This article was written by four educators who identify as part of the trans community (a genderfluid and gender-nonconforming individual, a trans man, a trans woman, and a gender-nonbinary person) to fill this gap in the literature by illuminating some of the pitfalls inherent in the lack of discussion on (and by) trans people in music education. In addition, this article provides five actionable suggestions for working with trans students: (1) Learn about the trans community, (2) inspect your language and biases, (3) represent the diversity of trans people in your teaching, (4) promote healthy music-making and identity development, and (5) model allyship.

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