Gender Identity Development

Bussey, Kay

doi:10.1007/978-1-4419-7988-9_25

Cited by 104 publications

(65 citation statements)

References 103 publications

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“…According to gender role socialization, children acquire the gender stereotypes and norms prevalent within families and educational institutions in the course of developing a gender identity (Bussey 2011). Parents and educators may have genderbiased perceptions of children's abilities and performance, for example, that boys have a better grasp on technical questions or mathematics (Schofield 2006).…”

Section: Is There Ethnic Variation In Gender Gaps In Education?mentioning

confidence: 99%

Gender Inequalities in the Education of the Second Generation in Western Countries

et al. 2014

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Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion of upper secondary, and completion of tertiary education. Despite great variation in gender gaps in education in immigrants' origin countries (with advantages for males in many cases), we find that the female advantage in education observed among the majority population is usually present among second-generation immigrants. We interpret these findings in light of ideas about gender role socialization and immigrant selectivity.

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Section: Is There Ethnic Variation In Gender Gaps In Education?mentioning

confidence: 99%

Gender Inequalities in the Education of the Second Generation in Western Countries

et al. 2014

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“…Yet, this work does not provide definitive information about when young children become aware of their own assigned gender, nor when they begin to identify (or not) with it, and how this varies with their general cognitive development. Much research also has documented the contribution to normative gender development of the social environment (e.g., parents, peers and media) through multiple mechanisms of social learning [31,32]. …”

Section: Gender Development In Genitally Typical Childrenmentioning

confidence: 99%

Gender Assignment, Reassignment and Outcome in Disorders of Sex Development: Update of the 2005 Consensus Conference

Meyer‐Bahlburg

Dalke²,

Berenbaum³

et al. 2016

Horm Res Paediatr

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Background: Societal changes are increasingly moving the conceptualization of gender from a set of binary categories towards a bimodal continuum, which along with the cautious conclusions resulting from the 2005 Consensus Conference influences gender-related clinical work with patients with disorders of sex development. Objective: This article provides an update of these developments over the past decade along with an overview of pertinent new data. Conclusion: Considerably more research is needed on larger sample sizes with systematic long-term follow-up to ground the emerging trends in clinical management of the highly diverse disorders of sex development syndromes in a solid empirical basis.

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“…The construction of gender identity takes place within these relationships (Bussey & Bandura, 1999; Bussey, 2011). In the case of transgender people – a population characterized by the crossing of gender binary (Bockting, 1999) –, this process sometimes might be more complex because of stigmatization of their gender non conformity (i.e., Gordon, & Meyer, 2007; Grossman et al, 2005; Koken, Bimbi, & Parsons, 2009).…”

mentioning

confidence: 99%

Adult Attachment and Transgender Identity in the Italian Context: Clinical Implications and Suggestions for Further Research

Amodeo¹,

Vitelli²,

Scandurra³

et al. 2015

International Journal of Transgenderism

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Introduction Although attachment theory has been recognized as one of the main reference for the study of the general wellbeing, little research has been focused on the attachment styles of transgender people. Attachment styles are deeply influenced by the earliest relationships with caregivers, which, for gender nonconforming children, are often characterized by parental rejection. Consequently, transgender children and adults likely internalize societal stigma, developing internalized transphobia. The current research was aimed to explore the link between adult attachment and internalized transphobia. Method 25 male-to-female (MtF) and 23 female-to-male (FtM) transgender people participated in the survey filling in two self-report questionnaires: the Attachment Style Questionnaire and the Transgender Identity Survey. A cluster analysis, T-Test and multiple regression analysis were conducted to explore the link between attachment styles and internalized transphobia. Results A greater prevalence of secure attachment styles was detected. Participants with secure attachment styles reported higher levels of positive transgender identity than those with insecure attachment styles. Secure attachment styles significantly affect positive transgender identity, while insecure attachment styles influence internalized transphobia. Conclusions A clinical focus on the redefinition of the Internal Working Models of transgender people can inform psychologically-focused interventions, which transgender people can benefit from.

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Gender Identity Development

Cited by 104 publications

References 103 publications

Gender Inequalities in the Education of the Second Generation in Western Countries

Gender Inequalities in the Education of the Second Generation in Western Countries

Gender Assignment, Reassignment and Outcome in Disorders of Sex Development: Update of the 2005 Consensus Conference

Adult Attachment and Transgender Identity in the Italian Context: Clinical Implications and Suggestions for Further Research

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