Gender Identity In Children

How Children Develop Gender Identification

Raven Ri’kenya Coffey

Hillsborough Community College: Brandon Campus

Author Note

This paper was prepared for Psychology 2012, BHUM 206, taught by Dr. Beth Smith.

Abstract

Over the years, psychologists and psychiatrists have discovered a great gender disparity between young girls and young boys. While most agree that gender identification is revealed at birth, this issue is constantly exploited through the use of various tests and practices such as the “Machover Figure-Drawing Test”. In this test, the child is asked to draw a person a sheet of paper. Later, the child is evaluated based on the gender he or she had drawn. Furthermore, this particular exercise is supposed to reflect their gender identity.

This paper examines three approaches on how children develop gender identification: behavior, appearance, and science. What defines one’s “masculine” and “feminine” roles within society? This analysis will explore the underlying variations involving adolescents and their means to such a rigid reality. Nevertheless, gender identification has unveiled the dominating force of gender “stereotyping” among children.
Keywords: children, gender identity, behavior, appearance, science
How Children Develop Gender Identification

Introduction
During the first year of life, a child’s behavior is precisely examined by his or her parents. This includes the child’s movement and reaction to events. Frequently, parents begin to question the child’s behavior in a manner that triggers awareness. For example, a little boy sparks an odd interest in girls’ makeup and toys. These are the children whose parents turn them over, in shame, to the psychiatrists and psychologists that they might be cured (Burke, 1996). At this point, parents rely on professionals to diagnose the young child. According to Burke (1996), adults teach children that their most important source of identity is that they are a girl or boy. The complexity of this problem had led to several developmental theories. To some extent, gender identity in children can expose the mental and physical aspects of this early development. However, gender identity development in children skyrockets the basic theories of what is considered to be socially acceptable.
Kohlberg’s theory of gender identity development describes how young children learn to understand their gender, and what being that gender means in their everyday life (Oswalt, 1995). Kohlberg’s three stages involves young children associating gender identity with physical appearance and school activities. As early as the age of 3, young children emphasize the phase of “gender labeling”. For instance, a young girl might believe that if she starts wearing hats and gets a short haircut, she will become a boy or tomboy. How can we understand this? A high percentage of children are affected by environmental factors such as media and peers. Research suggest that sex hormones influence children’s play styles (Oswalt, 1995). For example, the rough noisy play among young boys are promoted by Androgens, male sex hormones (Oswalt 1995).
It is already known that the development of gender identity in children is centered on the observation that every child does not mature at the same rate. Unfortunately, this observation creates loop-holes between young girls and young boys. Existing research indicates that children with Gender Identity Disorder of Childhood (GIDC) grow out of gender dysphoria, do not grow up to be transgender, and most of them grow up to be homosexual (Drescher, 2012). It is important for people to understand that a gender identity disorder, especially in children, should be handled with caution. With this idea expressed, it is believed by many psychologists that a gender identity disorder is tied to a higher risk of suicide. (Ghosh, 2012) presented a rare hypothesis that most children with gender identity do not grow up to have the diagnosis as an adult.
Method
Participants
Younger children are often given assessments or tests that help determine his or her gender. To clarify, the Machover Figure-Drawing Test is where the child is given a piece of paper and asked to draw a person (Burke & Green, 1996). According to Burke (1996), if the girl draws a boy, she has a gender problem. The examiner not only pays attention to the body parts the child draws, but also the facial expressions associated with the figure. Does the person smile or frown? Is the figure more masculine or feminine? Why is the figure dressed a particular way? These are specific questions taken into consideration during the observation.
With the data for the three scales arranged on a 2x2 contingency table, inspection alone indicates that the aggression-submission and independence-dependence scales do not differ (Honigmann & Carrera, 1957). For this purpose, mental health clinicians administer the IT Scale for Children (ITSC). According to Sher and Lansky (1968), it consists of drawings of sex-typed objects and activities and a stick figure named IT. Burke (1996) stressed that the test requires girls to pick girls, and boys should pick boys. To contrast, the possible points to score on this test 84. Studies have shown that boys score about 68 out of the possible 84 points, yet the girls score only about 33 points (Burke, 1996, p.7).
Limitations
Psychologists vs. Psychiatrists
The development of gender identification in children is one of many developmental controversies. Psychologists are afraid to address the topic directly with their patients because they fear there will be repercussions from the American Psychological Association (Hale, 2012). A further issue with gender identity in children is the insistence that boys and girls are divided into two groups: masculine and feminine. Nevertheless, this vague proposal reduces options for young children to adjust to his or her gender roles without being criticized. In the same manner, these limitations effected efforts to research this topic because of the constant criticism in the media. In today’s media, young girls and young boys are required to act, look, and think a certain way that satisfies society. Individuals argue that being “normal” is an understatement. Children are terrified at the thought of not being accepted within society (Hill, Rozanski, Carfagnini, & Willoughby, 2007).
The economic realities of our research system explain why the similarities between the sexes are rarely studied (Burke, 1996, p.180). In recent studies, the scientific aspect of gender identity in children have revealed a substantial amount of limitations. The limitations include race-driven genetic superiorities and interferences. This type of research has been discredited and it is doubtful that public funding would any longer support it (Burke, 1996, p.188). Although all recent studies have shown that “homosexual men and women have typical gender identity,” the issue of recalled childhood play preferences remains a hot one (Burke, 1996, p.216).
Application
Field of psychology
This research can be applied by mental health and medical professionals.

To maintain a positive outcome in gender identity development, professionals must put themselves in a child’s position when evaluating this disorder. Consequently, they must look at the nature of memory and biological imperatives. The artificiality of many experiments has led some researchers to question whether their findings can be generalized to real life (McLeod, 2007). As stated previously, loop holes must be filled with more accurate results. Psychologists could also benefit from this research through the study of young children suffering from confusion and even suicide. One must understand that children at a younger age are more prone to rejection if gender roles are challenged. Throughout history, gender identity disorder of childhood has presented the greatest challenge for clinicians (Ghosh, 2012).

The American Psychological Association (APA) can apply this research by framing the underlying characteristics of gender identity in a more evident and unbiased approach. Milestones in the study of gender development have stimulated epic research from psychologists all over the world.

Relevance
This research paper is highly relevant to the work going on currently in the field of psychology. Specifically speaking, gender roles in children have expanded the branches of psychology. Many children who were once “experiments” to medical professionals are now living life as free individuals. To elaborate, same-sex marriages are now more common to today’s society. Little girls who were once labeled as “tomboys” have caused psychologists to explore different biological techniques in modern psychology. Furthermore, the government is taking the lead by addressing issues such as gender identity in children by reaching out to the parents who gave birth to these unique individuals. Constant research allows psychology to remain relevant in a profound manner.
Conclusion

References

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Hill, D. B., Rozanski, C., Carfagnini, J., & Willoughby, B. (2007). Gender identity disorders in childhood and adolescence. International Journal of Sexual Health, 19(1), 57-75. doi: 10.1300/J514v19n01_07

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