Gender Identity Development

Theory
Jess Damour, Dan Dilling, Tasia Lima, Chandler Mueller
Learning Outcomes
● Develop a general understanding of the difference between gender identity and
sexaul identity.
● Promote the ability to provide support, information, privacy, visibility, and
awareness to the students we serve.
● Apply the TJCD theory to a case study.
● Consider the TJCD theory in the context of your own work.
Ground Rules
● Assume good intentions
● Speak only for yourself
● Treat others with respect
● Brave space
● What’s said, stays
● What’s learned, leaves
● Be open to hearing other points of view
Time to
take a
quiz! :)
 Thoughts? Reactions?

How does this connect to

gender identity development?
Important Terms
● Trans ● Queer (*)
● Cis ● Transsexual
● Queer (*) ● Transgendered
● she-male/he-she/it/tranny
● Gender binary/non binary
● legal/birth name
● Gender non-conforming ● Passing (*)
● Social transition
● Intersex
Trans Students: At Risk
33% of transgender youth have attempted suicide

55% of transgender youth report being physically attacked

74% of transgender youth reported being sexually harassed at school,

90% of transgender youth reported feeling unsafe at school because of their gender expression

78% reported having been verbally harassed

48% reported having been victims of assault, including assault with a weapon, sexual assault or rape
Existing Theories
The Medical Model: Gender As Disorder

● Sex as binary, gender as linear, focus on sex reassignment surgery (SRS)

● Gender Identity Disorder of Childhood (GID-C) added to the Diagnostic and
Statistical Manual of Mental Disorders, 3rd Edition (DSM-III) in 1980
● In most cases, GID-C diagnosis is required for SRS

The Transgender Model (The Authentic Model):

● Identity development an individual process

● Consolidation does not require SRS, rather authentic self-actualization
Existing Theories
Transgender Emergence Model

● Six stage developmental process beginning with awareness and moving through
stages of information seeking, disclosure, exploration, transition and integration

Bilodeau’s Trans Identity Development Model

● Updated from D’Augelli’s (1994) LGB Sexual Identity Model

● Six interactive processes including the development of individual and social
trans identity, developing intimacy, and trans community membership
Existing Theories
Witnessing and Mirroring Model

● Fourteen stage model based on witnessing and mirroring

● Stages begin with abiding anxiety and confusion about biologically assigned
gender or sex, discovery of trans identity, delay before acceptance, eventually
leading to transition, acceptance, integration and finally pride

College Attendance and Gender Identity Development

● Evidence obtained through three decades of research confirms college has a

liberalizing effect on students’ gender-role attitudes
The TJCD Theory
● The environment of college allows trans students the opportunity to explore and
experience challenges that help them affirm their gender identity

● This theory focuses on identity development within the specific learning

environment of college, framing this as a space where exploration of both self
and social identity often takes place
Gender Identity Affirmation

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Case Study!
Case Study 1
It is a Friday afternoon and a student walks into your office to find someone
to talk to. Through conversation you know that Ray is a trans student who
identifies himself with male pronouns (He, Him, His). Ray tells you that in
one of his classes his professor does roll call every day and calls his name as
Rachel. Ray says that he has had multiple conversations with the professor
but the professor states that she will continue to use what information the
university has provided her with until it is changed. Today during class the
professor referred to Ray using female pronouns. What do you do?
Case Study 2
Some of the female students on your residence hall floor are uncomfortable
that Jazz, a male-assigned student who identifies as a trans woman, is using
the women’s restroom. They feel that because Jazz has not fully
transitioned she should not be treated as female and not be allowed to use
the women’s bathroom. Further, someone has put a sign reading “Real
Women Only”. What do you do?
Case Study 3
A student you know wants to join one of the Sororities on campus. She
states that she has been refused by all of the chapters and is visibly upset.
She tells you that one of the recruiters said to come back next year when
“you can pass”. There currently is no campus policy for transgender
students joining sororities or fraternities. What do you do?
Application to Practice
● Take a second to reflect on the theory you’ve learned about and the case studies
we have just discussed.

● Did you find this exercise challenging? Why or why not?

● What are the implications of these theories regarding your current position?
!!!!TRANS AWARENESS MONTH!!!!
Show your support!

Resources at Salem State University:

LGBTQ Library in the Ellison Campus Center, DMA Office

Salem State Alliance, Ellison Campus Center

Gender Inclusive Housing, Restrooms and Locker Rooms on Campus

Anti Discrimination Policy and Protections

To report an incident, contact the Dean of Students at 978-542-6401

References
Bilodeau, B. & Renn, K. A. (2005). Analysis of LBGT identity development models and implications for practice. New Directions for

Student Services, 111, 25-39.

Califia, P. (1997). Sex changes: The politics of transgenderism. San Fransisco, CA: Cleis Press.

D’Augelli, A. R. (1994). Identity development and sexual orientation: Toward a model of lesbian, gay, and bisexual development. In E.

J. Trickett, R. J. Watts, & D. Birman (Eds.), Human diversity: Perspectives on people in context. San Fransisco, CA:

Jossey-Bass.

Denny, D. (2004). Changing models of transsexualism. In U. Leli & J Drescher (Eds.), Transgender Subjectives: A Clinician’s Guide

(pp. 25-40). Binghamton, NY: Hawthorn.

Devor, A. H. (2004). Witnessing and mirroring: A fourteen stage model of transsexual identity development. Journal of Gay and

Lesbian Psychotherapy, 8(1), 41-67.

References
Killerman, S. (2012, January 1). The genderbread person. Retrieved from

http://itspronouncedmetrosexual.com/2012/01/the-genderbread-person/#sthash.73FqitTf.dpbs.

Lev, A. (2004). Transgender emergence: Therapeutic guidelines for working with gender variant people and their families. Binghamton,

NY: Haworth Clinical Practice Press.

Pascarella, E. T. & Terenzini, P. T. (2005). How college affects students: A third decade of research. (2nd ed.). San Fransisco: Jossey-

Bass.

Saltzburg, N. L. (2010). Developing a model of transmasculine identity (Doctoral dissertation). Retrieved from Open Access

Dissertations. (Paper 432)

Transgender Youth Statistics. (2011, December 7). Retrieved from http://dragitout.org/2011/12/transgender-youth-statistics.html.