Transgender and Gender Nonconforming Identity Development

2017 ◽  
Keyword(s):  
Identity Development ◽  
Gender Nonconforming ◽  
And Gender

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.

scholarly journals Toward a new theory of gender transcendence: Insights from a qualitative study of gendered self-concept and self-expression in a sample of individuals assigned female at birth

2019 ◽  
Vol 38 (1) ◽  
Keyword(s):  
Identity Development ◽  
Analysis Data ◽  
Body Modification ◽  
Self Concept ◽  
Sex And Gender ◽  
Gender Nonconforming ◽  
Transgender Identity ◽  
North Americans ◽  
The Difference ◽  
And Gender

Sex and gender are two concepts that are often conflated in popular culture. However, those who experience dissonance between their assigned sex and gender identity intimately understand the difference between sex, a biologicallybased distinction, and gender, a confluence of social and behavioral factors that contribute to understanding who one is as well as how one is seen by others. The gendered self-understanding and self-expression of 170 North Americans who self-identified as gender nonconforming and who were assigned female at birth were explored using a transpersonal lens and thematic analysis. Data suggested a range and variety of gendered self-concepts that aligned across two broad themes: binary (female/woman; male/man) and non-binary (gender nonbinary; trans masculine) gender core identities. Themes of gendered self-concept, expression in behavior, dress style and appearance, and surgical body modification are discussed. These data support the application of transpersonal theory to transgender identity development, and they underscore the need for more research to test the validity of a new theoretical model of gender transcendence discussed herein.

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 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.

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