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Childhood Gender Identity
Development
Morgan(ne) Ray
Translating Identities Conference
1:30-3:00pm Saturday February 24th
Gender Socialization in Young Kids
Who am I and why does this
matter?
 Childcare provider
for infant,
preschool and
school age children
 Primary research
focus for 3 years
 Understand ways in
which gender is
learned and
enacted
 Provide learning
tools to utilize in
explaining
gendered
understandings
Ways in Which Children
Learn Gender
 Positive and Negative reinforcement –
direct and indirect messages from
family, teachers and peers
 Role Models – children are more likely
to imitate those of the same assigned
gender
Gender Discussion with a
Four Year Old
“Are you a boy or a girl?”
“That’s a complicated question”
“Do you have a penis”
“No”
“So you’re a girl, you have a vulva”
“It’s true, I have a girl body. But know how you feel
like a boy inside?”
“Yeah”
“Well, I feel like both. I’m trans.”
“So you feel like a girl and a boy?”
“Yup”
“I’m hungry…”
Toddler Age
 Able to match feminine voice with feminine
face and masculine voice with masculine
face
 Understand their own assigned gender
identity
 Prefer toys aimed at assigned gender
 Can articulate some stereotypes for male
and female
 Large amounts of cross gender play
Introductions
 What is your name?
 What is your preferred pronoun?
 What is your gender identity?
 What else is interesting about you?
Preschool
 Identify the gender binary
 Use hair styles and clothes as gender
indicators – androgyny very confusing
 Can define genders based on stereotypical
personality traits, occupation, appearance
and household activities
 Personally engage in lots of cross gender
play until peer pressure kicks in
 Gender rigidity accompanied by
exaggerated gender characteristics
Gendered Candies
 Did you separate your candy the same
way as your neighbor?
 What was difficult about separating
the candy into two groups?
Kindergarten
 Aware that physical sex does not
change – especially due to behaviors
 Concern that child was born the
wrong sex emerges
 Gender norms enforced within peers
 Cross gender play declines
significantly
Find Your Friends
 How did you feel about dots
different than yours?
 How did you decide who could be in
your group and who couldn’t?
Elementary School
 Gender normative children adamant
about not playing with gender variant
children
 Gender expression relatively stable
Describing Others
 How difficult was it to avoid using
pronouns?
 How does this reflect your
dependence on the gender binary?
Middle School
 Period of severe gender rigidity
 Teasing of gender variant children
most severe
 Internal gender identity and sexual
orientation discovered
 Understand the difference between
sex and gender
Deconstructing Identities
 How many stereotypes could you think
of?
 Was it easy to think of gendered
stereotypes?
 How did it feel to rip someone else’s
sense of self?
 How did it feel to watch yourself
ripped apart?
Possible Explanations of
Cross Gender Behavior
 Exploratory play
 Sexual Orientation – same sex
attraction confusing
 Reclamation of Power from abuse
 Transgender identity

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Childhood Gender Identity Development (2006 Translating Identities Conference)

  • 1. Childhood Gender Identity Development Morgan(ne) Ray Translating Identities Conference 1:30-3:00pm Saturday February 24th Gender Socialization in Young Kids
  • 2. Who am I and why does this matter?  Childcare provider for infant, preschool and school age children  Primary research focus for 3 years  Understand ways in which gender is learned and enacted  Provide learning tools to utilize in explaining gendered understandings
  • 3. Ways in Which Children Learn Gender  Positive and Negative reinforcement – direct and indirect messages from family, teachers and peers  Role Models – children are more likely to imitate those of the same assigned gender
  • 4. Gender Discussion with a Four Year Old “Are you a boy or a girl?” “That’s a complicated question” “Do you have a penis” “No” “So you’re a girl, you have a vulva” “It’s true, I have a girl body. But know how you feel like a boy inside?” “Yeah” “Well, I feel like both. I’m trans.” “So you feel like a girl and a boy?” “Yup” “I’m hungry…”
  • 5. Toddler Age  Able to match feminine voice with feminine face and masculine voice with masculine face  Understand their own assigned gender identity  Prefer toys aimed at assigned gender  Can articulate some stereotypes for male and female  Large amounts of cross gender play
  • 6. Introductions  What is your name?  What is your preferred pronoun?  What is your gender identity?  What else is interesting about you?
  • 7. Preschool  Identify the gender binary  Use hair styles and clothes as gender indicators – androgyny very confusing  Can define genders based on stereotypical personality traits, occupation, appearance and household activities  Personally engage in lots of cross gender play until peer pressure kicks in  Gender rigidity accompanied by exaggerated gender characteristics
  • 8. Gendered Candies  Did you separate your candy the same way as your neighbor?  What was difficult about separating the candy into two groups?
  • 9. Kindergarten  Aware that physical sex does not change – especially due to behaviors  Concern that child was born the wrong sex emerges  Gender norms enforced within peers  Cross gender play declines significantly
  • 10. Find Your Friends  How did you feel about dots different than yours?  How did you decide who could be in your group and who couldn’t?
  • 11. Elementary School  Gender normative children adamant about not playing with gender variant children  Gender expression relatively stable
  • 12. Describing Others  How difficult was it to avoid using pronouns?  How does this reflect your dependence on the gender binary?
  • 13. Middle School  Period of severe gender rigidity  Teasing of gender variant children most severe  Internal gender identity and sexual orientation discovered  Understand the difference between sex and gender
  • 14. Deconstructing Identities  How many stereotypes could you think of?  Was it easy to think of gendered stereotypes?  How did it feel to rip someone else’s sense of self?  How did it feel to watch yourself ripped apart?
  • 15. Possible Explanations of Cross Gender Behavior  Exploratory play  Sexual Orientation – same sex attraction confusing  Reclamation of Power from abuse  Transgender identity