White American transgender adults' retrospective reports on the social and contextual aspects of their gender identity development.

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2024-03-06 DOI:10.1111/bjdp.12480

Emily Herry, S M Rodan, Madeline Martin, Mariam M Sanjak, Kelly Lynn Mulvey

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引用次数: 0

Abstract

A growing body of research has attended to the experiences of transgender and gender non-conforming (TGN) youth's gender identity development. However, practical and ethical concerns have impeded our ability to understand the experiences of TGN youth. Thus, the aim of this study was to utilize one-on-one semi-structured interviews to explore White American TGN adults' (N = 15) retrospective accounts of their gender identity development in childhood and adolescence. Findings demonstrate considerable heterogeneity in TGN adults' retrospective accounts of their gender identity development. However, TGN adults consistently highlighted the role of social (e.g. friends, family and teachers) and contextual (e.g. online, offline, educational and geographical) factors in their gender identity journeys. This study provides new insight into the role of social and contextual factors in TGN adults' retrospective accounts of their gender identity development, demonstrating the importance of continuing to examine these factors in gender diversity research.

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美国白人变性成年人对其性别认同发展的社会和环境方面的回顾性报告。

越来越多的研究关注变性和性别不符（TGN）青少年的性别认同发展经历。然而，现实和伦理方面的问题阻碍了我们了解变性青年的经历。因此，本研究旨在利用一对一的半结构化访谈，探讨美国白人 TGN 成人（人数 = 15）对其童年和青春期性别认同发展的回顾性描述。研究结果表明，在 TGN 成年人对其性别认同发展的回顾性叙述中，存在着相当大的异质性。然而，TGN 成年人始终强调社会（如朋友、家人和老师）和环境（如在线、离线、教育和地理）因素在其性别认同历程中的作用。本研究就社会和背景因素在 TGN 成年人对其性别认同发展的回顾性叙述中所起的作用提供了新的见解，表明了在性别多样性研究中继续研究这些因素的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;