Get Psyched!

Contributors: Daniel Osgood and Jennifer Sklar

In 2015, the HCPS Get Psyched Newsletter committee released an issue discussing support for students who are LGBTQ. The purpose of this newsletter is to provide updated information about the experiences of students, discuss gender identity, and provide specific recommendations to support LGBTQ students and foster acceptance, openness, encouragement, and diversity within the school community.

In recent decades, we have seen an evolution in our understanding of gender. Whereas gender has historically been perceived as a binary paradigm with female and male as exclusive and opposite domains, gender is now recognized as a multi-faceted construct composed of fluid and interrelated expressions. We now understand that gender encompasses sex, gender identity, gender expression, and sexual orientation and that each of these aspects of self themselves exist along a spectrum. For the first time in history, we are recognizing that an individual can fall along any point on each spectrum and, indeed, can fall along different points at different periods of time. As educators, this understanding brings with it a responsibility to, not only appreciate the different facets of our own gender, but to adapt our practice within the school community to appreciate, respect, and honor these facets in our students.

Illustration: https://scalar.usc.edu/works/index-2/media/june-16-presentation-12-728.jpg

The relevant terms below are important to recognize and understand in order to engage in meaningful discourse of gender, gender identity, social concerns, and LGBTQ. Terms are listed here for familiarity. See RESOURCES for list with definitions.

Asexual, Bisexual, Heterosexual, Gay, Queer, Lesbian,

Questioning, Pansexual, Sexual orientation

Cisgender, Transgender, Nonbinary, Androgynous

Gender, Gender-expansive, Gender expression, Gender-fluid, Gender identity

Gender non-conforming, Gender transition, Gender roles

Ally, Affirmed gender, Sex assigned at birth, pronouns, LGBTQ

Homophobia, Transphobia

By the age of two, most children can understand and apply labels related to gender. Between the ages of two and four, most children develop behavioral stereotypes related to gender roles and develop an awareness of their own gender identity (Martin & Ruble 2010). Although most children's gender identity corresponds to their sex at birth, some children may identify as gender nonconforming or transgender.

Gender nonconforming behavior refers to behaviors that are not typically displayed by most people of a person's assigned sex at birth. Many children display some gender nonconforming behaviors. In a 1993 study (Sandberg et al., 1993), 22.8% of boys and 38.6% of girls between the ages of 6 and 10 displayed 10 or more gender nonconforming behaviors. Some items included:

• Imitating children, adults, or characters of the opposite gender
• Dressing up as the opposite gender
• Expressing disinterest in gender-typed clothing that aligns with sex at birth
• Expressing a desire to be of the opposite gender
• Preferring to spend time with family, friends, or adults of the opposite gender
• Playing with gender-typed toys, objects, or activities

• Children who display more gender nonconforming behaviors more frequently, or who display behaviors that are less common to their assigned sex at birth are more likely to later identify as transgender. Additionally, these children may be more insistent and persistent in their desire to express behaviors that align with their gender identity. (Sherer et al. 2015).
• Although children who later identify as transgender tend to display gender nonconforming behaviors more frequently than other children, not all children who display gender nonconforming behavior will later identify as transgender or gender non-conforming (Rae et al. 2019).

• Gender dysphoria refers to the distress experienced by those whose gender identity is incongruent with sex at birth (Parek 2016)
• Those with gender dysphoria may experience anxiety, depression, or a negative self-image and may require support to reduce distress.
  
• There is a paucity of information related to the prevalence of gender dysphoria in pediatric populations, and there are several methodological considerations that make it difficult to develop such estimates (Zucker 2017).

• Some children, with the support of their families and caregivers, may socially transition to express their gender identity. This may entail changing their appearance, name, or pronouns. For some children, this may not mean assuming another gender role, but being supported to explore and express their gender identity (Bonifacio & Rosenthal, 2015; Ehrensaft et al. 2017; Garofalo, 2015). As most medical approaches to transitioning are typically initiated around puberty, this is an option to help children experience less distress related to gender dysphoria.
• Although there is little research examining the effects of social transitioning, some studies suggest that children who socially transition in elementary school do not differ significantly on measures of gender typed behavior or preferences compared to children who transition later in life, or compared to cisgender children (Rae 2019; Olson & Gulgoz 2017; Gulgoz et al. 2019).

• Several studies find that parental acceptance and support protects against risk for internalizing problems such as anxiety or depression (Ehrensaft et al. 2017). Peer support may also serve as a protective factor to the wellbeing of children who are transgender (Wong et al. 2019).
• Given the concerns with mental health and protective effect of community support and acceptance, teachers can help to create a positive and understanding classroom community.

• Overall, between 2001 and 2015, fewer LGBTQ students report experiencing verbal harassment or physical harassment or assault.
• Although the rate of verbal harassment and physical harassment and assault have decreased, there were few substantial changes between 2015 and 2019.

• Survey results indicate that in 2019, about 20% of respondents noted that peers often made harmful remarks about sexual orientation or gender expression.
• Nationwide, more than 50% of respondents noted that staff made harmful remarks about sexual orientation and about 66% of respondents noted that staff made harmful remarks about gender expression in 2019.
• The proportion of students who responded that staff made negative comments about sexual orientation or gender expression has remained the same or increased since 2013.
• In Maryland, 14% of respondents noted that staff made homophobic remarks while 34% of respondents noted that staff made harmful remarks about gender expression.

• About 80% of respondents reported hearing homophobic remarks or negative remarks about gender expression.
• About 50% of respondents experienced verbal harassment based on sexual orientation, gender, or gender expression.
• About 20% of respondents experienced physical harassment based on sexual orientation, gender, or gender expression.

• 71% of respondents reported feeling sad or hopeless for at least two weeks over the past year.
  
• 39% of respondents seriously considered attempting suicide

• 67% of respondents indicated that someone attempted to convince them to change their gender identity or sexual orientation.
• Of the 31% of respondents who attempted suicide, a majority reported that someone attempted to convince them to change their sexual orientation or gender identity.

Survey results indicate that between 2001 and 2017, there was an increase in portion of respondents who noted the availability of supportive staff, supportive school organizations, comprehensive anti-bullying policies, and inclusion of LGBTQ issues in curriculum.

• Although there has been a notable increase in school-based resources and a decrease in harassment over the past decade, LGBTQ students continue to experience harassment, violence, and discrimination.
• Educators are in a unique and vital position to support the health and wellbeing of all of our students. Through continuing education and reflection on our daily actions, we can continue to work towards making school a safe and accepting environment.
• Educators can support the health and wellbeing of their students by understanding the impact of school policies and the verbal and nonverbal messages we communicate to our students and fellow educators.

Laws ensure fairness and equal protections for people, regardless of gender, race, ethnicity, age, religion, sexual orientation, or ability. It is vital that educators are knowledgable of constitutional amendments and specific legislation that affirm the rights of persons who identify as LGBTQ. Below are examples of federal laws and specific rights related to the LGBTQ community.

As the LGBTQ community is historically misrepresented and discriminated against, it’s vitally important for teachers to understand LGBTQ students’ rights and are able to identify biased or judgmental behavior. Because LGBTQ individuals still do not fully enjoy the same rights and privileges of their counterparts, it's equally important to understand prejudices within the law and provide advocacy for the advancement of their rights. Some of the most common areas where LGBTQ students experience discrimination include:

· HARASSMENT

Title IX bans federally-funded schools from discriminating against LGBTQ people, but many states are enacting additional protections against harassment and bullying, particularly for LGBTQ youth.

· PRIVACY

LGBTQ youth are provided the same constitutional right to privacy as all other citizens, and this means no one from school can disclose a student’s sexual orientation or gender identity without their approval, even if they are a minor.

· SPEECH

LGBTQ students enjoy the same freedom of speech granted to all American citizens. Only speech deemed hate speech or disruptive to a classroom is subject to censorship.

· GENDER EXPRESSION

Discrimination based on gender identity is unlawful in all 50 states, giving students the right to express their gender identities via clothing and other means - provided they are appropriate any student, regardless of gender.

· GAY-STRAIGHT ALLIANCES

The Equal Access Act stipulates that public schools with non-curricular clubs must also allow students to create a GSA club.

· PROMS, HOMECOMING, AND SCHOOL EVENTS

The First Amendment protects LGBTQ students’ right to express their gender identities and sexual preferences at all public school events, so long as they comply with rules and regulations applicable to all students.

Copied here from: Community for Accredited Online Schools

https://www.accreditedschoolsonline.org/education-teaching-degree/lgbtq-youth/

• Students have a right to express their gender as they wish—regardless of their sex assigned at birth. While students must follow basic dress codes—e.g., no profanity on T-shirts—they cannot be forced to align with gender-specific guidelines. The same is true of hair length, makeup, prom attire, jewelry, footwear, etc. Gender-specific guidelines based on a student’s assigned sex violate a student’s rights to freedom of expression. As long as one student can wear an outfit without breaking rules, so can another.

• Students have a right to be free from discrimination or harassment based on religious views. LGBTQ students in public schools have equal rights to their peers, including the right to freedom from religious persecution. This means students can’t be denied equal access to safety and opportunity due to someone else’s religious beliefs.

• Students have a right to express LGBTQ pride. If your school’s dress code allows students

to wear T-shirts with slogans or pictures, it’s unlawful for your school to ask a student to take off their shirt just because it endorses LGBTQ pride or makes a statement about their LGBTQ identity.

• LGBTQ students have a right to attend proms, field trips and dances. Students cannot

be denied equal access to school events or school learning opportunities because of their

identity. Students also have the right to take a date of any gender to school dances as long

as their date satisfies all attendance eligibility rules, such as age limits.

• Students have a right to access facilities and opportunities that match their gender identity. This includes bathrooms, locker rooms and gender-specific activities.

• Students have a right to be free of harassment and to have harassment treated seriously. Public schools must treat harassment or bullying that targets LGBTQ students with the same seriousness they would use in a case of harassment against any other child. Ignoring

harassment and bullying is a violation of Title IX.

• LGBTQ students have a right to be “out.” Educators can always ask students to stop disruptive speech—in the classroom during a lecture, for instance. But schools cannot tell a

student not to talk about their sexual orientation or gender identity while at school.

• LGBTQ students have a right not to be “outed.” Even if people within the school know about a student’s sexual orientation or gender identity, educators cannot disclose a student’s private information without consent. Outing LGBTQ students violates their constitutional rights and has led to tragic and fatal consequences.

Copied here (except title) from:

Best Practices for Serving LGBTQ Students: A Teaching Tolerance Guide

Teaching Tolerance

https://www.tolerance.org/magazine/publications/best-practices-for-serving-lgbtq-students

To have gained awareness and then neglect or refuse to act is to reject civic responsibility in favor of cowardice. As educators, we are called to be aware of the human condition and act to challenge social inequalities and discrimination. We are called to uphold the dignity and fair treatment of all students and model appreciation for diversity. As educators, there is much that we can do to support the LGBTQ community and foster respect and understanding among all students.

As an educator, it is important to practice self-awareness. Take time to reflect on:

• Your own personal experiences with others being teased or excluded for acting differently than others, and how your teacher handled the situation.
• What types of family structures were represented in stories, word problems, or classroom discussions.
• How you feel and what you do when students use harmful language
• Your assumptions and expectations for students based on their gender

Just as it is important to engage in open, supportive, and responsible discourse, it is vital that the language and terminology used convey acceptance and respect. The following is a list of preferred terms and terms to avoid related to gender identity. The rationale accompanying each dichotomous set provides context.

Below copied here from: Freedom for All Americans

https://www.freedomforallamericans.org/messaging-terms-avoid/

Avoid: “homosexual” (n. or adj.), “gay” (n.) (as in, “He is a gay.”)

Preferred: “gay” (adj.); “gay man” or “lesbian” (n.); “gay person/people”

Gay is an adjective, not a noun; it is sometimes used as a shorthand term encompassing gay, lesbian and bisexual orientations (though not transgender people or gender identity). Also, while many lesbians may identify as gay, the term lesbian(s) is clearer when talking only about a woman or women. Anti-gay activists often use words like “homosexual” to stigmatize gay people by reducing their lives to purely sexual terms.

Avoid: “homosexuality,” “lesbianism”

Preferred: “being gay”

Talking about a person’s “homosexuality” can, in some cases, reduce the life of that person to purely sexual terms. Talk about being gay instead. The term “lesbianism” is considered pejorative.

Avoid: “sexual preference,” “gay lifestyle” or “homosexual lifestyle,” “same-sex attractions,” “sexual identity”

Preferred: “sexual orientation” or “orientation”

The term “sexual preference” is used by anti-gay activists to suggest that being gay is a choice, and therefore can be changed or “cured.” Similarly, the term “gay lifestyle” is used to stigmatize gay people and suggest that their lives should be viewed only through a sexual lens. Just as one would not talk about a “straight lifestyle,” one shouldn’t talk about a “gay lifestyle.”

Avoid: “admitted homosexual” or “avowed homosexual,” “admitted he was gay”

Preferred: “openly lesbian,” “openly gay,” “openly bisexual,” or simply “out”

The term “admitted” suggests prior deception or that being gay is shameful.

Avoid: “gay agenda” or “homosexual agenda”

Preferred: Accurate descriptions of the issues (e.g., “inclusion in existing non-discrimination and hate crimes laws,” “ending the ban on transgender service members”)

Lesbian, gay, bisexual, and transgender people are motivated by the same hopes, concerns and desires as other everyday Americans. They seek to be able to earn a living, be safe in their communities, serve their country, and take care of the ones they love. Their commitment to equality is one they share with many allies and advocates who are not LGBT. Notions of a so-called “homosexual agenda” are rhetorical inventions of anti-gay activists seeking to create a climate of fear by portraying the pursuit of equal opportunity for LGBT people as sinister.

Avoid: “transgendered,” “a transgender” (n.), “transgenders” (n.), “transvestite,” “tranny”

Preferred: “transgender” (adj.), “transgender people,” “a transgender person”

Transgender is an adjective, not a noun. Be careful not to call someone “a transgender.” Do not add an unnecessary “-ed” to the term (“transgendered”), which connotes a condition of some kind. Never use the term “transvestite” to describe a transgender person. The shorthand trans is often used within the LGBT community, but may not be understood by general audiences.

Avoid: “sex change,” “sex-change operation,” “pre-operative,” “post-operative,” “pre-op,” “post-op”

Preferred: transition

Transition is the accurate term that does not fixate on surgeries, which many transgender people do not or cannot undergo. Terms like “pre-op” or “post-op” unnecessarily fixate on a person’s anatomy and should be avoided.

Avoid: “special rights,” “civil rights,” “gay rights”

Preferred: “fairness and equality,” “equal protection”

Anti-gay activists frequently characterize equal protection of the law for lesbian, gay, bisexual, and transgender people as “special rights” to incite opposition to such things as relationship recognition and inclusive non-discrimination laws. Additionally, “rights” language is generally unpersuasive with most audiences, and civil rights comparisons can be especially alienating to African Americans.

Avoid: “hate”/”haters”/”hatred,” “bigots”/”bigotry,” “prejudice”

Preferred: “intolerance,” “rejection,” “exclusion,” “unfairness,” “hurtfulness”

Avoid highly charged, argumentative terms like “hate” and “bigotry,” which are likely to alienate people. Instead, use language that is measured and relatable to create empathy and a sense of how rejecting attitudes and actions hurt LGBT people.

Avoid: “religious extremists/extremism,” “anti-gay Christians”

Preferred: “anti-gay activists,” “far-right activists”

Avoid language that unfairly paints an entire religious tradition or denomination as being anti-gay or extremist.

Sources: Movement Advancement Project (www.lgbtmap.org) • GLAAD (www.glaad.org)

The Gay, Lesbian & Straight Education Network (GLSEN) published a toolkit to support K-5 educators in creating a safe and supporting environment. Teaching Tolerance also published, "Best Practices for Serving LGBTQ students." These documents and others suggest general approaches for creating a safe and supportive classroom. Environmental strategies, proactive strategies, and response strategies are listed below.

• Use alternative grouping strategies (i.e., birthday month instead of boy/girl)

• During self-choice activities, encourage students to form groups using characteristics other than gender.

• Represent different persons and family structures when developing stories for work activities.

• Post a "Safe Zone" sign in your classroom or office so that students know you are a safe person to talk to and respect and tolerance will be upheld in your presence.

• Provide explicit instruction and opportunities to discuss:

Respect
Group Bias
Family Structure & Diversity
Gender Roles
The GLSEN Elementary Toolkit contains 6 lessons for K-2nd and 3rd-5th grade students*

• Refer to a group of kids as students, scholars, class, friends, everybody or y’all. Avoid the binary term “boys and girls.” 1

• Do not separate students according to gender. Dividing students along binary lines only enforces feelings of difference. When dividing students into teams, for partner work or to form a line, use rows, table groups or sides of the room. 1

• Use the singular “they.” Make space with­in language for nonbinary genders that do not fit the strictures of “he” and “she.” Adopting use of the singular “they” disrupts the binary and affirms the fluidity of gender and the le­gitimacy of all gender identities. 1

• Decentralize cisgender identity by stat­ing your own pronouns. Explicitly share your pronouns with name tags, in an email signature or on a pin. This normalizes the pro­cess rather than making it a big deal. Students will notice and take your lead. 1

• Conduct pronoun check-ins. Collective pronoun check-ins help students learn peers’ pronouns without forcing nonbinary students to come out repeatedly. You may say, “To make sure we’re referring to each other accu­rately, let’s go around so everyone can share their name and pronoun.” This process can help transgender and nonbinary students feel seen, not singled out. 1

• Begin the year with a student survey that asks students about pronoun use in different situations. This helps value stu­dents’ identities while also protecting their privacy. To ensure their own safety, students may use one pronoun with friends and teach­ers and another with family members. Ask something like: What are your pronouns? Are there situations where you would want me to use different pronouns? 1

• Capitalize on historical eras during which LGBTQ figures played a prominent role. These include: the suffrage and women’s rights movements of the 1800s; the Harlem Renaissance and the Jazz Age; the Frontier West; and the civil rights and social movements of the 1960s. 1

• Cover LGBTQ rights history by beginning with the 19th and 20th centuries, then teaching about Daughters of Bilitis, the Mattachine Society, Stonewall and the gay rights movement of the 1970s, HIV/AIDS, and marriage equality. 1

• Ask students to contrast the LGBTQ rights movement with other movements, such as those of African Americans, women, Native Americans, Mexican Americans, disability rights advocates, Japanese Americans and others. Compare the goals, strategies for each movement, as well as their historical efficacy in promoting civil rights. 1

• When you notice students expressing harmful language or rigid assumptions, take the opportunity to challenge assumptions or reflect on previous discussions or lessons.

• Encourage and praise students for challenging their assumptions or displaying more inclusive actions.

• Confront stereotypes, harmful language, and rigid assumptions immediately and directly. Take advantage of "teachable moments." Emily Knowles, educator and Athletic Director at Harford Technical High School, shared that she intervenes when she overhears a student make a comment such as, "That's so gay." Knowles encourages awareness and self-reflection while challenging stereotypes by asking the student, "What word would you substitute for 'gay' in that remark?"

• Practice responding to instances of mis­gendering (referring to a student by the wrong pronoun). Try out these simple sug­gestions. Students will take note and are likely to follow your thoughtful example.

If you misgender a student:

- Apologize briefly, correct yourself and move on. Note your error without calling attention to it.

- Do not over-apologize. This co-opts a mo­ment that should be about the student, and re­centers it around your own guilt.

If you overhear a coworker or student mis­gender someone:

- Correct in the moment.

“The other day I saw Jess and he was saying…”

“Oh right. They were saying?”

- Model the correct pronoun afterwards.

“Yes, I remember Jess saying that. They were just telling me…”

- Address it directly.

“Yes, I definitely remember that. And Jess uses they/them pronouns. Just wanted to let you know.” 1

1 Copied here from: Teaching Tolerance https://www.tolerance.org/magazine/publications/best-practices-for-serving-lgbtq-students/

The following terms related to gender, gender identity, sexual orientation, and the LGBTQ community are important for furthering discourse, understanding, and tolerance:

Affirmed gender - The gender by which one wishes to be known. This term is often used to replace terms like “new gender” or “chosen gender,” which imply that a person’s gender was chosen rather than simply innate. 3

Ally – A person who is not LGBTQ but shows support for LGBTQ people and promotes equality in a variety of ways. 2

Androgynous – Identifying and/or presenting as neither distinguishably masculine nor feminine. 1

Asexual – The lack of sexual attraction or desire for other people. 1

Bisexual – A person emotionally, romantically or sexually attracted to more than one sex, gender or gender identity though not necessarily simultaneously, in the same way or to the same degree. 1

Cisgender – A term used to describe a person whose gender identity aligns with those typically associated with the sex assigned to them at birth. 1

Gay – A person who is emotionally, romantically or sexually attracted to members of the same gender. 1

Gender - A set of social, physical, psychological and emotional traits, often influenced by societal expectations, that classify an individual as feminine, masculine, androgynous or other. Words and qualities ascribed to these traits vary across cultures. 4

Gender-expansive – Conveys a wider, more flexible range of gender identity and/or expression than typically associated with the binary gender system. 1

Gender expression – External appearance of one’s gender identify, usually expressed through behavior, clothing, haircut or voice, and which may or may not conform to socially defined behaviors and characteristics typically associated with being either masculine or feminine. 1

Gender-fluid – According to the Oxford English Dictionary, a person who does not identify with a single fixed gender; of or relating to a person having or expressing a fluid or unfixed gender identity.

Gender identity – One’s innermost concept of self as male, female, a blend of both or neither – how individuals perceives themselves and what they call themselves. One’s gender identify can be the same or different from their sex assigned at birth. 1

Gender non-conforming – A broad term referring to people who do not behave in a way that conforms to the traditional expectations of their gender, or whose gender expression does not fit neatly into a category. 1

Gender transition – The process by which some people strive to more closely align their internal knowledge of gender with its outward appearance. Some people socially transition, whereby they might begin dressing, using names and pronouns and/or be socially recognized as another gender. Others undergo physical transitions in which they modify their bodies through medical interventions. 1

Gender roles - The social behaviors and expression that a culture expects from people based on their assigned sex (e.g., girls wear pink; boys don’t cry; women care for home and child; men are more violent), despite a spectrum of various other possibilities. 2

Heterosexual - Used to describe people whose enduring physical, romantic and/or emotional attraction is to people of the opposite sex. 5

Also straight. 2

Homophobia – The fear and hatred of or discomfort with people who are attracted to members of the same sex. 6

Lesbian – A woman who is emotionally, romantically or sexually attracted to other women. 1

LGBTQ – An acronym for “lesbian, gay, bisexual, transgender and queer.” 1

Non-binary – An adjective describing a person who does not identify exclusively as a man or a woman. Non-binary people may identify as being both a man and a woman, somewhere in between, or as falling completely outside these categories. While many also identify as transgender, not all non-binary people do. 1

Pansexual – Describes someone who has the potential for emotional, romantic or sexual attraction to people of any gender though not necessarily simultaneously, in the same way or to the same degree. 1

"Preferred" pronouns - The pronoun or set of pronouns that an individual personally uses and would like others to use when talking to or about that individual. Can include variations of he/him/his, she/her/hers, they/their/theirs, among others. 3

This term is being used less and less in LGBTQ circles, as it suggests one’s gender identity is a “preference” rather than innate. Recommended replacement: “Your pronouns, my pronouns, their pronouns, etc.” 2

Queer – A term people often use to express fluid identities and orientations. Often used interchangeably with “LGBTQ.” 1

Questioning – A term used to describe people who are in the process of exploring their sexual orientation or gender identity. 1

Sex assigned at birth – The sex (male or female) given to a child at birth, most often based on the child’s external anatomy. This is also referred to as “assigned sex at birth.” 1

Sexual orientation – An inherent or immutable enduring emotional, romantic or sexual attraction to other people. 1

Transgender – An umbrella term for people who gender identity and/or expression is different from cultural expectations based on the sex they were assigned at birth. Being transgender does not imply any specific sexual orientation. Therefore, transgender people may identify as straight, gay, lesbian, bisexual, etc. 1

Transphobia – The fear and hatred of, or discomfort with, transgender people. 1

Credits:

1 Human Rights Campaign https://www.hrc.org/resources/glossary-of-terms

2 Teaching Tolerance https://www.tolerance.org/magazine/publications/best-practices-for-serving-lgbtq-students/lgbtq-terms-definitions-the-acronym-and-beyond

3 PFLAG https://pflag.org/glossary

4 Lambda Legal, Glossary of LGBTQ Terms https://www.lambdalegal.org/know-your-rights/article/youth-glossary-lgbtq-terms

5 GLAAD https://www.glaad.org/reference/lgbtq

6 Lambda Legal https://www.lambdalegal.org/

Additional resource:

An Ally’s Guide to Terminology, GLAAD

https://www.glaad.org/sites/default/files/allys-guide-to-terminology_1.pdf

• Bonifacio, H. J., & Rosenthal, S. M. (2015). Gender variance and dysphoria in children and adolescents. Pediatric clinics of North America, 62(4), 1001–1016. https://doi.org/10.1016/j.pcl.2015.04.013
• Ehrensaft, D., Giammattei, S. V., Storck, K., Tishelman, A. C., & Keo-Meier, C. (2018). Prepubertal social gender transitions: What we know; what we can learn—A view from a gender affirmative lens. International Journal of Transgenderism, 19(2), 251–268. https://doi.org/10.1080/15532739.2017.1414649
• Garofalo, R. (2015). Understanding gender nonconformity in childhood and adolescence. "Understanding Gender Nonconformity..." by Dr. Robert Garofalo
• GLSEN. (2021). School Climate for LGBTQ Students in Maryland (State Snapshot). New York: GLSEN.
• Gülgöz, S., Glazier, J., Enright, E., Alonso, D., Durwood, L., Fast, A., Lowe, R., Ji, G., Heer, J., Martin, C., & Olson, K. (2019). Similarity in transgender and cisgender children’s gender development. Proceedings of the National Academy of Sciences. 116. 201909367. 10.1073/pnas.1909367116.
• Kosciw, J. G., Clark, C.M., Truong, N.L., & Zongronw, A.D. (2020). The 2019 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York: GLSEN.
• Martin, C. L., & Ruble, D. N. (2010). Patterns of gender development. Annual review of psychology, 61, 353–381. https://doi.org/10.1146/annurev.psych.093008.100511
• Olson, K. & Gülgöz, S. (2017). Early findings from the TransYouth Project: Gender development in transgender children. Child Development Perspectives. 12. 10.1111/cdep.12268.
• Parek, R. (2016) What is gender dysphoria? American Psychiatric Association. https://www.psychiatry.org/patients-families/gender-dysphoria/what-is-gender-dysphoria#:~:text=A%20marked%20incongruence%20between%20one's,characteristics%20of%20the%20other%20gender
• Rae, J. R., Gülgöz, S., Durwood, L., DeMeules, M., Lowe, R., Lindquist, G., & Olson, K. R. (2019). Predicting early-childhood gender transitions. Psychological science, 30(5), 669–681. https://doi.org/10.1177/0956797619830649
• Sandberg, D. E., Meyer-Bahlburg, H. F., Ehrhardt, A. A., & Yager, T. J. (1993). The prevalence of gender-atypical behavior in elementary school children. Journal of the American Academy of Child and Adolescent Psychiatry, 32(2), 306–314. https://doi.org/10.1097/00004583-199303000-00010
• Sherer, I. & Baum, J. & Ehrensaft, Diane & Rosenthal, S.M.. (2015). Affirming gender: Caring for gender atypical children and adolescents. Contemporary Pediatrics. 32. 16-19.
• The Trevor Project. (2019). National Survey on LGBTQ Mental Health. New York, New York: The Trevor Project.
• Wong, W. I., van der Miesen, A., Li, T., MacMullin, La., & Vanderlaan, D. (2019). Childhood social gender transition and psychosocial well-being: A comparison to cisgender gender-variant children. Clinical Practice in Pediatric Psychology. 7. 241-253. 10.1037/cpp0000295.
• Zucker K. J. (2017). Epidemiology of gender dysphoria and transgender identity. Sexual health, 14(5), 404–411. https://doi.org/10.1071/SH17067

All images obtained from Pexels.com