Gender minority stress in education: Protecting trans children’s mental health in UK schools

Horton, Cal

doi:10.1080/26895269.2022.2081645

Cited by 21 publications

(18 citation statements)

References 62 publications

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“…The positive impact was that it encouraged them to study harder, whereas the negative impact forced them out of the school system. Likewise, in previous studies, these individuals are less likely than others to have a bachelor’s degree [ 1 ] and more likely to have poor mental health [ 38 , 39 , 40 , 41 , 42 ]. Raising awareness of gender diversity and intersectionality in schools and communities could be beneficial in reducing discrimination issues.…”

Section: Discussionmentioning

confidence: 87%

Discrimination against and Associated Stigma Experienced by Transgender Women with Intersectional Identities in Thailand

Srikummoon

Thanutan

Manojai

et al. 2022

IJERPH

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Although Thailand is overtly open to diversity and promotes equality, discrimination of minorities based on gender, ethnicity, and/or certain occupations is unfortunately still prevalent. Society either obstructs their inclusion or accepts them but only under certain conditions. The objective of this study is to examine the discrimination of TGWs with intersectional identities within Thai society. A total of 19 TGW participants were recruited and underwent in-depth thematic interviews about their experiences of discrimination. Rechecking of the extracted information from the interview transcripts and the subsequent encoding process were conducted using the NVivo program. The results show that the median age was 30 years old, and the majority of the individuals with intersectional identities were ethnic minority TGWs (47%). The in-depth interviews were divided into four main themes, including discrimination at an educational institution, discrimination in the workplace, discrimination in daily life, and discrimination at a healthcare facility. Our findings reflect problems associated with multiple sources of discrimination aimed at transgender women with an intersectional identity in Thailand in every aspect, including harsh speech or physical abuse; occupational, social, and legal inequality; and healthcare provision disparity. Raising awareness about gender diversity and intersectionality, as well as enforcing anti-bullying legislation and anti-discrimination laws, should be continually pursued in order to protect the rights and improve the quality of life of transgender individuals with an intersectional identity.

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Section: Discussionmentioning

confidence: 87%

Discrimination against and Associated Stigma Experienced by Transgender Women with Intersectional Identities in Thailand

Srikummoon

Thanutan

Manojai

et al. 2022

IJERPH

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“…Since gender assessments are meant to be a compromise between the needs of trans communities and detransitioners, their lack of proven effectiveness brings their ethical status into question. In addition to the harm that may be caused by delaying care, some studies suggest that gender assessments are experienced as distressing, invasive, degrading, and unjust by trans individuals (Fraser et al, 2021; Horton, 2022, 2021; MacKinnon et al, 2020; Shook et al, 2022; Stroumsa, Maksutova, et al, 2022; see also Ashley, 2019a). Reliance on gender norms and stereotypes in pediatric practice is particularly concerning since it risks inculcating and reinforcing these norms and stereotypes among children, restricting their freedom and perpetuating inequalities (see e.g., Eliot, 2010; Weisgram & Dinella, 2018; Yu et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Do gender assessments prevent regret in transgender healthcare? A narrative review.

Ashley,

Parsa,

kus

et al. 2024

Psychology of Sexual Orientation and Gender Diversity

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Gender assessments are traditionally required before accessing gender-affirming interventions such as hormone therapy and transition-related surgeries. Gender assessments are presented as a way of preventing regret experienced by some people who reidentify with the gender they were assigned at birth after medically transitioning. This article reviews the theoretical and empirical foundations of commonly used methods and predictors for assessing trans patients’ gender identity and/or dysphoria as a condition of eligibility for gender-affirming interventions. We find that the DSM-5 diagnosis, taking gender history, standardized questionnaires, and regret correlates rely on stereotyping, arbitrary, and unproven considerations and, as a result, do not offer reliable ways of predicting future regret over-and-above self-reported gender identity and embodiment goals. This finding is corroborated by empirical data suggesting that individuals who circumvent gender assessments or pursue care under an informed consent model do not present heightened rates of regret. The article concludes that there is no evidence that gender assessments can reliably predict or prevent regret better than self-reported gender identity and embodiment goals. This conclusion provides additional support for informed consent models of care, which deemphasize gender assessments in favor of supporting patient decision making.

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“…Such action can start with recognition of the educational injustices experienced by trans children; acknowledgement of school and sector‐wide responsibility to address institutional cisnormativity; and commitment to genuine equality for trans pupils. Further research, including by this author (Horton, 2022 ; Horton & Carlile, 2022 ), can continue to examine what actions are effective in reducing institutional cisnormativity. Concerted effort is required to build trans‐emancipatory schools ready to welcome trans children, ensuring in‐school safety and protecting children from trauma in primary and secondary education.…”

Section: Discussionmentioning

confidence: 99%

Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK

Horton

2022

Brit J of Edu Psychol

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Background: Transgender children are known to face a wide range of barriers, difficulties and injustices at school. Few studies have focused on the educational experiences of trans pupils who socially transition at or before primary school, with no such studies in the UK. Aims: To learn about the at-school experiences of transgender children who socially transitioned at or before primary school in the UK, listening to children's and parental accounts of navigating cisnormativity in UK primary and early secondary education. Sample: The primary sample included 30 parents whose children had socially transitioned under the age of 11 in the UK. This sample was complemented with data directly from 10 of these trans children. The primary sample was accessed through six trans positive parenting groups in the UK, supplemented through snowball sampling. Methods: Semi-structured interviews produced a rich and detailed qualitative data set, that was analysed through inductive thematic analysis. Results: Three major themes are presented, highlighting experiences of (i) institutional cisnormativity in UK schools, (ii) a failure to protect trans children and (iii) evidence of educational injustice. The results demonstrate how institutional cisnormativity leaves trans pupils in unsafe educational environments, contributing to school drop-out and trauma. Conclusions: Cisnormative attitudes normalize injustice, making it acceptable for trans children to lose access to education, or to experience trauma in school. Educators, schools and school leaders need to take action to protect trans children in our schools.

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Gender minority stress in education: Protecting trans children’s mental health in UK schools

Cited by 21 publications

References 62 publications

Discrimination against and Associated Stigma Experienced by Transgender Women with Intersectional Identities in Thailand

Discrimination against and Associated Stigma Experienced by Transgender Women with Intersectional Identities in Thailand

Do gender assessments prevent regret in transgender healthcare? A narrative review.

Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK

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