Children’s Gender Identity Development

Brinkman, Britney G.; Rabenstein, Kelly L.; Rosén, Lee A.; Zimmerman, Toni Schindler

doi:10.1177/0044118x12455025

Cited by 14 publications

(8 citation statements)

References 20 publications

(19 reference statements)

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“…This acquisition allows them to incorporate these expectations into their own identity, in the same way that happens to boys. Incorporating specific gender roles at such early ages (for example, associating aggressiveness with masculinity and lower intelligence to women), in parallel to the development of gender identity, is something that can have obvious implications for children as it adds constraints to their development at such an early stage (Bem, 1981;Brinkman et al, 2014;Kurtz-Costes et al, 2014).…”

Section: Stereotyping Of Personal Attributesmentioning

confidence: 99%

Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

2020

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Section: Stereotyping Of Personal Attributesmentioning

confidence: 99%

Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

2020

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“…Children and adolescents are often left to negotiate the pressures to conform to their assigned gender group (Brinkman, Rabenstein, Rosen, and Zimmerman, 2014). Gender nonconformity and violations of social role expectations, then, may lead to victimization and discrimination (Lombardi, Wilchins, Priesing, & Moulof, 2001).…”

Section: Gender Identity Developmentmentioning

confidence: 99%

Transactional pathways of transgender identity development in transgender and gender-nonconforming youth and caregiver perspectives from the Trans Youth Family Study

Katz-Wise

Budge

Fugate

et al. 2017

International Journal of Transgenderism

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Background A growing body of research has examined transgender identity development, but no studies have investigated developmental pathways as a transactional process between youth and caregivers, incorporating perspectives from multiple family members. The aim of this study was to conceptualize pathways of transgender identity development using narratives from both transgender and gender nonconforming (TGN) youth and their cisgender (non-transgender) caregivers. Methods The sample included 16 families, with 16 TGN youth, ages 7–18 years, and 29 cisgender caregivers (N = 45 family members). TGN youth represented multiple gender identities, including trans boy (n = 9), trans girl (n = 5), gender fluid boy (n = 1), and girlish boy (n = 1). Caregivers included mothers (n = 17), fathers (n = 11), and one grandmother. Participants were recruited from LGBTQ community organizations and support networks for families with transgender youth in the Midwest, Northeast, and South regions of the United States. Each family member completed a one-time in-person semi-structured qualitative interview that included questions about transgender identity development. Results Analyses revealed seven overarching themes of transgender identity development, which were organized into a conceptual model: Trans identity development, sociocultural influences/societal discourse, biological influences, family adjustment/impact, stigma/cisnormativity, support/resources, and gender affirmation/actualization. Conclusions Findings underscore the importance of assessing developmental processes among TGN youth as transactional, impacting both youth and their caregivers.

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“…Gender identity is a complex construct that cannot be simplified to a binary concept. People can express and experience their gender in diverse ways that go beyond the traditional understanding of gender as only male or female (Brinkman et al, 2012).…”

Section: Concept Of Gendermentioning

confidence: 99%

Moral values and social skills of pupils with mild intellectual disability: Does indigenous language storytelling and gender play any role

Jacob,

Busari,

Pillay

et al. 2024

JPSP

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Indigenous languages hold significance as they reflect the heritage and historical background of native communities across the globe. This research explores how storytelling in languages impacts the values and social abilities of students with mild intellectual disabilities. The study followed an experimental design employing pretest, post-test, and control group structures. To examine the influence of language storytelling and gender, a 2x2 factorial matrix was incorporated into the research. Convenient sampling techniques were used to select forty students from two schools in Ibadan, Oyo State. The study used tools such as the Moral Foundations Questionnaire to measure values and the Social Skills Rating System to assess social skills. The analysis involved conducting an Analysis of Covariance at a significance level of .05. The findings revealed that storytelling in languages enhanced moral values and social skills among students with mild intellectual disabilities. These results highlight the nature of reasoning, social skill development and various factors beyond gender considerations. Indigenous language storytelling fostered sensitivity, vocabulary growth and improved moral reasoning among pupils while contributing to language development and a better understanding of social dynamics. The findings indicate that it is crucial to include the growth of values and social skills in this population's development. The research emphasizes the advantages of reviving languages through storytelling to cultivate values and social abilities in pupils with mild intellectual disabilities. This contributes to their growth, cultural identity, and self-determination.

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Children’s Gender Identity Development

Cited by 14 publications

References 20 publications

Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

Transactional pathways of transgender identity development in transgender and gender-nonconforming youth and caregiver perspectives from the Trans Youth Family Study

Moral values and social skills of pupils with mild intellectual disability: Does indigenous language storytelling and gender play any role

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