Transgender Youth of Color and Resilience: Negotiating Oppression and Finding Support

By Anneliese A Singh. 2013

403 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ad5f18b3aa1f118e3255ee66913af5b58e4378b9

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Citations in the corpus

Resilience and collective action: Exploring buffers against minority stress for transgender individuals. (2015, positive): “, involvement in collective action for transgender issues) that may buffer against the deleterious associations of stressors experienced by transgender individuals (Riggle, Rostosky, McCants, & Pascale-Hague, 2011; Singh, 2013; Testa, Jimenez, & Rankin, 2014).”
Media: A Catalyst for Resilience in Lesbian, Gay, Bisexual, Transgender, and Queer Youth (2015, background): “A similar qualitative study that explored the resilience of 13 transgender youth of color found that despite experiencing racism and prejudice the participants were often able to use social media to assert their identities and counter negative representations (Singh, 2012).”
Minority Stress Among Transgender Adolescents: The Role of Peer Victimization, School Belonging, and Ethnicity (2018, positive): “They may experience additional stress related to racism, thereby placing them at an even greater risk of psychological distress (Singh 2013).”
Psychological Interventions Promoting Resilience Among Transgender Individuals: Transgender Resilience Intervention Model (TRIM) (2018, background): “Community belonging is an important component of building resilience among transgender individuals (Barr, Budge, & Adelson, 2016; Singh, 2013; Singh et al., 2011).”
What If Psychology Took Intersectionality Seriously? Changing How Psychologists Think About Participants (2019, background): “Similarly, in a study of qualitative interviews with transgender youth of color (Singh, 2013), participants recounted that they strategically changed their selfdefinitions of gender and race/ethnicity to cope with transgender prejudice.”
"My Voice Is Definitely Strongest in Online Communities": Students Using Social Media for Queer and Disability Identity-Making (2017, background): “, 2013); however, several authors did consider the social media use of transgender students, suggesting that online engagement plays a significant role in the resilience of transgender college students (Nicolazzo, 2015; Pusch, 2003) and transgender youth of color (Singh, 2013) as they go online to b”
Guidelines for psychological practice with transgender and gender nonconforming people. (2015, positive): “For example, a trans man previously identiﬁed as a lesbian may later be attracted to men (Cole-man et al., 1993; dickey, Burnes, & Singh, 2012), and a trans woman attracted to women pretransition may remain attracted to women posttransition (Lev, 2004).”
“There I am”: A Grounded Theory Study of Young Adults Navigating a Transgender or Gender Nonconforming Identity within a Context of Oppression and Invisibility (2016, background): “For instance, Singh’s (2013) phenomenological inquiry explored the resilience strategies of 13mul-”
Beyond Binary: Genderqueer as Critical Gender Kind (2019, background): “14As Barnes (forthcoming) notes, while these are the main approaches, some theories fall outside this taxonomy, such as Stoljar (2011), Briggs and George (manuscript), and Bach (2012).”
A critical commentary on follow-up studies and “desistance” theories about transgender and gender-nonconforming children (2018, background): “Such a framework would integrate an understanding of intersectionality (Cole, 2009; Collins, 1990; Crenshaw, 1991; Singh, 2013), which involves taking into account the multiple systems of oppression that simultaneously shape trans and gender-nonconforming children’s lives.”
Transgender affirmative cognitive behavioral therapy: Clinical considerations and applications. (2015, background): “, 2010), and resiliency among trans persons of color is developed in response to a context of marginalization associated with race/ethnicity and gender identity (Singh, 2013; Singh & McKleroy, 2011).”
Looking back into trans persons’ experiences in heteronormative secondary physical education contexts (2018, background): “A phenomenological study focuses on the resilience strategies trans youth participants use to respond to trans-prejudices in their daily life, including school experiences (Singh 2013). Johnson, Singh, and Gonzalez (2014) show the difficulties in managing their gender in every day school situations ”