Childhood gender nonconformity (CGN) is a phenomenon in which prepubescent children do not conform to expected gender-related sociological or psychological patterns, or identify with the opposite sex/gender. Typical behavior among those who exhibit the phenomenon includes but is not limited to a propensity to cross-dress, refusal to take part in activities conventionally thought suitable for the gender and the exclusive choice of play-mates of the opposite sex.
Multiple studies have correlated childhood gender nonconformity with eventual homosexuality. In these studies, a majority of those who identify as gay or lesbian self-report being gender nonconforming as children. The therapeutic community is divided over the proper response to childhood gender nonconformity.
Gender nonconforming children face gender policing from both adults and peers, including bullying and violence based on their gender nonconformity. Gender policing at a young age can increase the risk of alcoholism, anxiety, and depression in adulthood.
Manifestations
Gender nonconformity in children can have many forms, reflecting various ways in which a child relates to their gender. In literature, gender variance and gender atypicality are used synonymously with gender nonconformity.
Cross-gender clothing preferences; Playing with toys generally associated with the opposite sex; Preference for playmates of the opposite sex; Identification with characters of the opposite sex in stories, cartoons or films; Affirmation of the desire to be a member of the opposite sex; Strong verbal affirmation of a cross-gender identity.
Social and developmental theories of gender
The concept of childhood gender nonconformity assumes that there is a correct way to be a girl or a boy. There are a number of social and developmental perspectives that explore how children come to identify with a particular gender and engage in activities that are associated with this gender role.
Psychoanalytic theories of gender emphasize that children begin to identify with the parent, and that girls tend to identify with their mothers and boys with their fathers. The identification is often associated with the child's realization that they do not share the same genitals with both parents. According to Freud's theories, this discovery leads to penis envy in girls and castration anxiety in boys. Although there is not much empirical evidence to back up Freud, his theories sparked new conversations surrounding sexuality and gender, conversations his daughter Anna Freud continued in her research.
Social learning theory emphasizes the rewards and punishments that children receive for sex appropriate or inappropriate behaviors. One of the criticisms of social learning theory is that it assumes that children are passive, rather than active participants in their social environment.
Cognitive development theory argues that children are active in defining gender and behaving in ways that reflect their perceptions of gender roles. Children are in search of regularities and consistencies in their environment, and the pursuit of cognitive consistency motivates children to behave in ways that are congruent with the societal constructions of gender.
Gender schema theory is a hybrid model that combines social learning and cognitive development theories. Developed by Sandra Bem in 1981, her husband Daryl J. Bem argues that children have a cognitive readiness to learn about themselves and their surroundings. They build schemas to help them navigate their social world, and these schemas form a larger network of associations and beliefs about gender and gender roles.
