Childhood Gender Identity … Disorder? Developmental, Cultural, and Diagnostic Concerns

Abstract

Childhood gender identity development is reviewed in the context of biological, environmental, cultural, and diagnostic factors. With the upcoming 5th revision of the Diagnostic and Statistical Manual of Mental Disorders, the authors offer a critical consideration of childhood gender identity disorder, along with proposed diagnostic changes. They argue that meaningful understanding of issues surrounding gender identity is necessary for a conscientious assessment and diagnostic process that does not pathologize human diversity.

Canadian early childhood educators’ perceptions of young children’s gender-role play and cultural identity

“…Many of the ECEs report that there may be an uneven gender preference (valuing males) that may exist within the family of origin through to school. If it is a societal and cultural expectation that males are valued and hold greater power as compared to females, dominant (Bem, 2012; Dragowski et al, 2011), such beliefs may have an impact on the child–parent relationships and may thus influence the child’s relationships with their peers and teachers, especially if the teachers are female (Court et al, 2009; Eunsook and Michael, 2000).…”

“…Past research claims that when it comes to gender identity and peer relationships, it appears that it is far more acceptable for girls to cross the gender-role lines than it is for boys (Maccoby, 2002). Girls may be more likely to be accepted by others in the “tomboy” role, but boys who may act more effeminate, or play with stereotypical “girl toys” may be viewed as a boy questioning his gender identity (Dragowski et al, 2011). Furthermore, if boys do not choose to engage in stereotypical boy activities, such as not playing with trucks and trains, or engaging in rough and tumble play, they may face the potential consequence of being spurned by their same gender play group, regardless of the reasons for not wanting to engage.…”

“…However, there is often a discrepancy between what children learn in the Early Childhood Education classroom with their educators and peers and what lessons they are learning at home with their parents, siblings, and extended family (Bem, 2012; Maccoby, 2002). For example, some ECEs work toward encouraging cultural acceptance and developmental exploration within the classroom, at the same time, some families with specific cultural ties may be teaching culture-specific traditions in the home, which may be contradictory to what is being taught in the classroom (Bem, 2012; Cherney and Dempsey, 2010; Dragowski et al, 2011). Building on this past literature, the goal of the present study was to explore the connections between school and home regarding gender and culture in young children.…”

“…Children generally come to acquire their set of social behaviors, interests, and personality from various sources (Dragowski et al, 2011; Maccoby, 2002). Primarily, these character traits, gendered type play behaviors, and social interaction styles are gained from the family of origin through socialization that often begins while the child is still in utero (e.g.…”

The sex/gender distinction: Beyond f and m.

“…Following the binary construction of F versus M, in many cultures, a person' s sex is assigned to them-often before or at birth-via determination of their external genitalia (Diamond, 2006, as cited in Dragowski et al, 2010. The presumed typical genital expression for females involves a vagina with labia and a clitoris; the presumed typical genital expression for males involves a scrotum, testes, and a penis (e.g., Dragowski et al, 2010). Female gonads are ovaries and uterus; male gonads are testicles.…”