Comparing Trans-Spectrum and Same-sex-Attracted Youth in Australia: Increased Risks, Increased Activisms
By T. Jones, L. Hillier. 2013
107 citations recorded by the source corpus.
Tran-spectrum youth include those who are gender questioning, transgender, intersex, genderqueer, and androgynous. Drawing on data from an Australian study of more than 3,000 same-sex-attracted and trans-spectrum youth aged 14 to 21, this article compares a group of 91 trans-spectrum youth from the study to “cisgender” same-sex-attracted peers (who feel their gender identity aligns more fully with their ascribed sex). Comparisons are made on topics including identity disclosure and support; experience of abuse; suicide and self-harm; and school experiences. The trans-spectrum respondents particularly reported experiencing homophobic abuse and suicide attempts in response to homophobia and cissexism significantly more often than their cisgender counterparts. However, an exciting finding of the study was that some of these youth were able to reframe social rejection of their identities using a variety of self-affirming strategies. They were also more likely to respond to discrimination through activism, and many held high hopes for the ways in which they might impact their worlds in the future. The article finally reflects on the special provisions needed for this group in areas such as youth services and education, and the need for individuals to be supportive of trans-spectrum youth who disclose their identities to them.
Subfields: Clinical Psychology, Reproductive Medicine, Social Psychology
View Paper: https://www.semanticscholar.org/paper/59fed95fa23a499d4bcece4fdb99dac2f3472624
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Citations in the corpus
- Limitations of focussing on homophobic, biphobic and transphobic ‘bullying’ to understand and address LGBT young people's experiences within and beyond school (2015, unknown): “…people he supported becoming homeless following adverse reactions to their sexual and/or gender identities from parents and other family members (see also Jones and Hillier, 2013), yet this issue is not widely discussed in policy and practice arenas (in the UK), certainly in comparison to bullying.”
- Teacher positivity towards gender diversity: exploring relationships and school outcomes for transgender and gender-diverse students (2017, background): “…across every measure of school outcomes (e.g. impact on grades, attendance, concentration, etc.) gender diverse young people reported significantly higher proportions of negative impact of school-based victimisation than their same-sex attracted, cisgender peers (Jones and Hillier 2013).”