Poster #70 - Why Research on Gender Variant Students of Color is Important & Necessary

• In Event: Poster Session 05

Abstract

Despite there being steady increases in the research regarding transgender and gender variant youth, little of this research centers the experiences of transgender and gender variant youth of color (Holley & Thomas, 2018; Haas et al., 2010). What little research there is only centers transgendered and gender variant youth of color adverse life outcomes and risk factors such as higher levels of depression, anxiety, suicidality, low academic performance, and other adverse life experiences when compared to their white counterparts (Cyrus, 2017; Truong et al., 2020). Seldomly do researchers delve into how the intersection of their racial-ethnic identity and gender identity factors into it their lived experience, their resilience, possible protective factors, or a completer and more complex picture of these youth (Simons et al., 2021; Singh, 2013). More research in these areas would support providers, educators, and policy makers in creating a clearer picture of transgendered and gender variant youth of color. If we want to be able to provide the best care for individuals with multiple marginalized identities, we must first identify them and allow space for the full scope of their voices to be heard. Only then can we create systems of care and support better suited for their specific needs.

Methods. The project is a case study of 4 African American adolescents who were a part of a larger research effort. When completing a survey, these 4 students did not indicate a dichotomous gender of male or female. When the researchers followed up with them, they indicated that they did not fit into the male or female categories. They completed all other aspects of the survey.

The case study examines responses to several measures to describe these youths’ experiences. While we situate the students’ responses in relation to the students who self-identified as male or female, we are careful not to make direct comparisons because of the challenges of measurement invariance.

Results. The results indicate that students who do not identify themselves as male or female have similar demographic backgrounds as the other students. However, they report higher amounts of negative youth experiences and academic aspirations than students who self-identify as male or female. We examine factors associated with this pattern of resilience for gender variant African American youth. Specifically, we examine support from family, extended kin, and other adults. Finally, we examine how individual reports of “hope”, “racial identity”, and “future expectations” are associated with how these students strive in their high school experiences.

Authors

• Trae Brown, Tulane University
  Presenting Author

• Ramal R. Rauf, Tulane University

• Michael Cunningham, Tulane University