Journal: The Biological Contributions to Gender Identity and Gender Diversity: Bringing Data to the Table

This study is a review of evidence that gender identity is influenced by innate factors including genetics. The authors hypothesize that gender identity is a multifactorial complex trait with a heritable polygenic component, and that the study of this trait is important.

Although gender identity as a polygenic trait is only a hypothesis, this example could serve to show biology students how heritability studies can be used to gain a better understanding of a complex, socially relevant trait. Most textbooks cite skin color and height as examples of polygenic traits, and gender identity might be another to add to that list.

Family Acceptance of LGBT Youth Protects Against Suicide, Depression & Substance Abuse and Predicts Better Health & Self-Esteem (Journal of School Health)

Lesbian, gay, bisexual, and transgender-related school victimization is strongly linked to young adult mental health and risk for STDs and HIV; there is no strong association with substance use or abuse.

Elevated levels of depression and suicidal ideation among males can be explained by their high rates of LGBT school victimization.

Citation: Russell ST, Ryan C, Toomey RB, Diaz RM, Sanchez J. Lesbian, gay, bisexual, and transgender adolescent school victimization: implications for young adult health and adjustment. J Sch Health. 2011; 81: 223-230. (pdf)

Using a Transgender Person's Name Can Decrease Their Risk of Depression and Suicide (Teen Vogue)

A new study from The University of Texas at Austin has shed light on the importance of name usage for transgender youth. The study, which was published in the Journal of Adolescent Health in preparation for the annual Transgender Day of Visibility, concluded that when young transgender people are able to use their names in areas of everyday life, their risk of suicide and depression decreases.

They found that young people who could use their names in all four scenarios experienced 71% fewer symptoms of depression, 34% fewer symptoms of suicidal ideation, and a 65% decrease in attempted suicide than those who were not able to use their names.

Read the article here: https://www.teenvogue.com/story/using-transgender-persons-name-decrease-risk-of-depression-suicide

Same-sex attraction & behavior are more common than LGB identity (Advance Data; Annals of Internal Medicine)

Source: http://www.lgbthealtheducation.org/wp-content/uploads/LGBT-Health-Care-for-Asian-Americans.pdf

References:

1. Mosher WD, et al. (2005) Sexual behavior and selected health measures: men and women 15-44 years of age, United States, 2002. Advance Data; 2005:362.

2. Pathela P, et al. (2006) Discordance between sexual behavior and self-reported sexual identity: a population-based survey of New York City men. Ann Intern Med. 2006;145(6):416-425.

School Victimization of Gender-Nonconforming LGBT Youth Linked with Depression and Quality Of Life In Adulthood (Developmental Psychology)

From the American Psychological Association (which historically pathologized LGBT+ behavior), researchers found that bullying over LGBT status alone is completely responsible for how well that 13 to 19 year-old associates with gender as an adult.

We also found that school victimization due to LGBT status between the ages of 13 and 19 fully accounts for the associations between gender nonconformity and young adult adjustment, measured as depression and life satisfaction.

The researchers also analyzed their data to make sure other kinds of bullying weren’t responsible for depression and happiness.

However, school victimization for other reasons does not mediate this association.

This effect of bullying on the gender development of queer youth affects youth of all genders equally.

On the other hand, we did not find support for our hypothesis that the strength between gender nonconformity and school LGBT victimization would be stronger for boys. The process through which early gender nonconformity affects later psychosocial adjustment is similar for boys and girls.

Homophobic bullying in particular continues on into the young adult years and negatively impacts quality of life.

We found that the negative impact of specifically homophobic school victimization continues into the young adult years and affects quality of life and capacity to enjoy life.

The researchers do recommend that school policies specifically prohibiting queer-targeted bullying will reduce these negative outcomes.

Enactment of school policies that specifically prohibit victimization due to LGBT status, gender nonconformity, and other types of bias-related harassment can help reduce negative psychosocial outcomes in LGBT and gender-nonconforming young people. Thus, although it is clear that all victimization should be prohibited in schools, these findings specifically indicate the need for antibullying policies that enumerate categories often targeted by bullies.

The authors also seem thoughtful about how they are considering their transgender participants:

We also tested the model without transgender participants. The findings (available upon request) were similar to the results based on the full sample (i.e., the indirect pathway was significant and all pathways were of similar strength and the same direction). On the basis of these results, and because our measure of LGBT school victimization was inclusive of transgender experiences, we present finding based on the full sample.

Citation: Russell B. Toomey, Caitlyn Ryan, Rafael M. Diaz, Noel A. Card, & Stephen T. Russell. (2010) Gender-Nonconforming Lesbian, Gay, Bisexual, and Transgender Youth: School Victimization and Young Adult Psychosocial Adjustment. Developmental Psychology 2010, Vol. 46, No. 6, 1580-1589. (pdf)

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2018 HRC LGBTQ Youth Report

This is a survey of over 12,000 LGBTQ teenagers in the United States. Although it lacks any specific data about science curriculum, it contains the important finding that only 10% of youth are out to all of their teachers. This informs teachers’ work because we must not assume that there are no LGBTQ students in our classrooms, just because they are not out.

Queering High School Biology Textbooks

This article by Vicky L. Snyder and Francis S. Broadway uses queer theory to question assumptions embedded in high school biology textbooks. The authors identify "deafening silences" on some topics and "socially sanitized concepts". The authors suggest ways to science educators to broaden their perspectives.

Article uploaded with permission from Francis S. Broadway.

Irresponsible scientific research and media portrayals are hurting trans people. Do better.

In this article in Massive Science, neuroscientist Elysa Carr calls for authors to avoid essentialist biases and treat all identities, non-binary, gender nonconforming, trans, or cis, as equally valid. Carr advises scientists to consider how research on the genetics of human behavior can impact marginalized communities when the research is misinterpreted or abused.

Are the Brains of Transgender People Different from Those of Cisgender People?

In this article in The Scientist, Shawna Williams reviews current research on how brain structures may be linked to gender identity.

LGBT high school seniors were more likely to be interested in studying STEM [...] in college if their relevant high school classes had included positive LGBT content." (GLSEN, 2013)

The 2013 GLSEN National School Climate Survey is the most recent GLSEN survey to report a correlation between LGBT-inclusive science teaching and students' interest in studying STEM.

“LGBT high school seniors were more likely to be interested in studying STEM (Science, Technology, Engineering, or Math) or Social Science in college if their relevant high school classes had included positive LGBT content (35.8% vs. 18.5% for STEM majors; 29.0 vs. 19.7% for Social Science majors).”

— GLSEN, 2013 (page xx)

The Effects of Gender Neuroessentialism on Transprejudice: An Experimental Study

This research by Boby Ho-Hong Ching and Jason Teng Xu suggests that biology teaching may have the power to reduce transphobic attitudes in students. In the experiment, students read one of two articles - one claimed that sex differences in personality and social behavior are caused by neurological factors, and the other claimed that brain and environment interact to shape personality and behavior. Students who read the first article were less likely to support equal rights and anti-discrimination protections for transgender people.

Article uploaded with permission from Boby Ho-Hong Ching.

LGBTQ inclusion in Educator preparation: getting ready for gender and sexual diversity in secondary school settings

In this Ph.D. dissertation, M. H. Hoelscher, discusses findings on possibilities for LGBTQ inclusion in life science educator preparation programs. Hoelscher suggests ways to integrate LGBTQ topics in many areas of biology curriculum, and reports on a multiple-case study of how science teacher candidates adopt LGBTQ inclusion.

“LGBTQ students experience depression at higher rates than general population, negatively influencing success in college & higher rates of attempted or actual suicide.” (Pediatrics 2011)

“Nationally, LGBTQ students experience depression at higher rates than the general population, which negatively influences success in college (1) or worse, higher rates of attempted or actual suicide. Students who come out to their guardians may also lose financial support, jeopardizing persistence toward a degree. (2) Because we are a Catholic university, we recognize the inherent human dignity of all of our students and, as a result, are obligated to support their success. This is as true of our LGTBQ students as any other cohort. We know, however, that LGBTQ students often face unique challenges, including struggling to negotiate their sexual orientation and/or gender identity with their faith development. (3)”

— Rio et al. (2016) University of San Diego 2015-2016 LGBTQ Student Success Survey, available at https://www.sandiego.edu/inclusion/documents/2015-16%20LGBT%20Student%20Success%20Study%20FINAL.pdf.

Citing:

1. Hatzenbuehler, M. L. (2011). The social environment and suicide attempts in lesbian, gay, and bisexual youth. Pediatrics, 127(5), 896-903; Schmidt, C. K., Miles, J. R., & Welsh, A. C. (2010). Perceived discrimination and social support: The influences on career development and college adjustment of LGBT college students. Journal of Career Development, 0894845310372615. Paul, J. P., et al (2002). Suicide attempts among gay and bisexual men: lifetime prevalence and antecedents. American Journal of Public Health, 92(8), 1338-1345.

2. Higa, D. et al (2014). Negative and positive factors associated with the well-being of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQ) youth. Youth & Society 46(5), 663-687.

3. Gattis, M. N., Woodford, M. R., & Han, Y. (2014). Discrimination and depressive symptoms among sexual minority youth: Is gay-affirming religious affiliation a protective factor? Arch Sex Behav 43, 1589- 1599.

“[Of 45,689 papers, those] written by ethnically diverse groups were cited 11.2% more than were papers written by non-diverse groups.” (Nature 2018)

““Being inclusive gives research groups a competitive edge. It also happens to be the right thing to do...[Researchers matched 45,689 papers and found that,] all other factors being equal, the papers written by ethnically diverse groups were cited 11.2% more than were papers written by non-diverse groups.””

— Kendall Powell (Nature 2018)

Powell, K. (2018) These labs are remarkably diverse — here’s why they’re winning at science, Nature 558, 19-22. doi: 10.1038/d41586-018-05316-5.