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Updated: May 13, 2025
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Published on: January 10, 2025
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Rethinking Gender/Sex Identity
1Departments of Molecular Biology, Cell Biology and Biochemistry and Gender and Sexuality Studies, Brown University, Providence, Rhode Island, USA.
Summary
This study challenges binary gender/sex development assumptions, advocating for inclusive, culturally diverse research methods. It proposes viewing gender/sex identity as relational, not fixed, for a more accurate understanding in infants and toddlers.
Area of Science:
- Psychology
- Developmental Psychology
- Sociology
Background:
- Historically, gender/sex development research assumed a binary model.
- Studies often excluded cultural diversity, focusing on Western, Educated, Industrialized, Rich, Democratic (WEIRD) populations.
- Contemporary research on infant and toddler gender/sex identity is shaped by this limited historical context.
Purpose of the Study:
- To advocate for new research guidelines: inclusivity, epistemic justice, materiality, and empiricism.
- To explore methods for studying nonbinary gender/sex development in infants and toddlers.
- To promote a relational and phenomenological understanding of identity development.
Main Methods:
- Historical analysis of gender/sex development research.
- Proposal of novel research guidelines and methodologies.
- Theoretical framework for a relational, phenomenological approach to identity.
Main Results:
- Identified limitations in traditional, binary approaches to gender/sex development.
- Outlined strategies to make nonbinary development visible in research.
- Proposed a shift from viewing identity as fixed to a dynamic, relational construct.
Conclusions:
- Current research paradigms inadequately capture the complexity of gender/sex development.
- Adopting inclusive and culturally sensitive methods is crucial.
- Rethinking identity as a relational, phenomenological entity offers a more comprehensive understanding.
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