Community-Derived Recommendations for Improving Gender Affirmation of Black and Latine Transgender/Nonbinary Youth

• Published in: Annals of behavioral medicine Vol. 58; no. 8; pp. 517 - 526
• Main Authors: Vance, Jr, Stanley R, Venegas, Luz, Johnson, Jack, Sinha, Anoushka, Chaphekar, Anita V, Sevelius, Jae
• Format: Journal Article
• Language: English
• Published: England Oxford University Press 11-07-2024
• Subjects: Adolescent; Adult; Black or African American; Editor's Choice; Female; Gender Identity; Hispanic or Latino - psychology; Humans; Male; Parents; Qualitative Research; Regular; Transgender Persons - psychology; Young Adult; Parent–child relations; Gender affirmation; Transgender youth; Social support
• ISSN: 0883-6612; 1532-4796; 1532-4796
• DOI: 10.1093/abm/kaae036

Gender affirmation is a process by which gender-diverse individuals are supported in their gender identity. Parents are critical in how gender-diverse youth, including Black and Latine transgender/nonbinary youth (BLTY), access various forms of gender affirmation-for example, social and medical transition. Culturally relevant supports are needed to bolster how BLTY and their parents navigate gender affirmation.
This study aimed to explore recommendations for aiding BLTY and parents in navigating the youth's gender journey.
Semi-structured interviews were conducted with parents of BLTY, BLTY, and BLT young adults (BLTYAs) recruited from clinics, community organizations, and social media. Interviews focused on gender affirmation and recommendations to promote BLTY's gender affirmation. Primary and secondary analysts coded transcripts using a priori and emergent codes. For this analysis, excerpts pertaining to recommended supports were analyzed to identify themes.
Ten parents of BLTY, 10 BLTY (14-18 years), and 23 BLTYAs (18-30 years) participated. Participants provided recommendations at different socio-ecological levels. On the societal level, participants recommended improvements in media representation of racial and ethnic minority gender-diverse individuals. For organizations, participants recommended more clinicians who shared minoritized identities, clinicians knowledgeable in gender-affirming care, affordability of gender-affirming services, and school-based education regarding gender diversity. On interpersonal/individual levels, they suggested culturally informed peer support among BLTY and parents, including support groups, peer mentors, and camps with individuals who share their minoritized identities.
Participants provided salient insights to supporting gender affirmation of BLTY, which can inform intervention development for BLTY and their families.