Gender diversity in assigned females

Background

Gender Identity Development services have not only experienced a significant increase in referrals over the past ten years, but they have also seen increasing numbers of young people assigned female at birth being referred. In addition to this change, many of these people also have diagnoses of autism, or show autistic traits. Little is known about the experiences of these young people.

Aims

The current study aimed to explore the experiences and expectations of puberty for gender diverse young people, assigned female at birth, aged between nine and 14. Levels of intolerance of uncertainty, pubertal knowledge and where they get their information about puberty from was also measured.

Methods

A hermeneutic, embeded multiple case study design was used. Five young people took part in a semi-structured interview including a dyadic personal construct elicitation task to explore experiences of puberty and questionnaires of intolerance of uncertainty and pubertal knowledge. Data was analysed within and between cases utilising with consideration for inductive, descriptive and explanatory themes.

Results

Individual cases were discussed. Themes of ‘conflict’, ‘pain and discomfort’ and ‘difference and fitting in’ were seen when comparing cases. Levels of intolerance of uncertainty and pubertal knowledge were valuable when considering individuals experiences and expectations of puberty and how this interact with their gender identity and plans for physical intervention.

Discussion

Themes of conflict regarding puberty may be considered as interaction between common assigned male approaches to puberty including exciting in combination with experiences of pain and demasculinisation. Feelings of difference and attempts to fit social constructed views of ‘masculinity’ and ‘femininity’ often limited individual’s opportunities for exploration. Limitations and recommendation for future research, clinicians and education are reported.