Navigating Normative Narratives: Understanding Familial Communicative Behaviors and Practices About Trans Young People’s Embodiment
Bibliographic record
Abstract
Trans young people navigate a complex journey of self-discovery, embodiment, and identity formation amidst societal expectations and rigid gender norms. Dominant trans narratives, which often uphold and reinforce a medicalized, binary model of gender identity, can marginalize diverse gender experiences. This article examines how the cisgenderist social order operates through familial communicative behaviors and practices with regard to trans young people’s embodiment. It utilizes baseline data from a qualitative study carried out across six countries, where semi-structured family interviews were conducted with 45 families (46 young people aged 8-16), and the data were thematically analyzed. The findings illustrate how parents who are accepting and affirming of their child’s gender may, intentionally or unintentionally, reproduce and perpetuate cisgenderist social assumptions. Themes generated from the data highlight how parental fears of children not being read as cisgender and their expectations of inhibiting a certain kind of body may inadvertently reinforce transnormativity. This can contribute to burden and invalidate the current embodiment of trans young people. The study underscores the critical need to work with parents to help them recognize these practices, challenge existing hierarchies, and promote more comprehensive affirming parenting approaches that empower them to become agents of social change. The implications of these findings offer valuable insights for fostering more inclusive understandings of diverse trans embodiments and for promoting a society that is truly expansive and affirming.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".