Cisgenderism in psychology: pathologising and misgendering children from 1999 to 2008

TLDR

The study examined how child gender literature aligns with the APA’s non‑discrimination statement and offered recommendations for authors and editors to shift scientific discourse. We reviewed 94 peer‑reviewed articles on childhood gender identity and expression from 1999‑2008, coding for two forms of cisgenderism—invalidating and pathologizing language. Misgendering language was less common than pathologizing language, overall cisgenderism remained stable, yet mental‑health professionals and a prolific author network produced more cisgenderist and increasingly influential articles.

Abstract

We assessed whether recent psychological literature on children reflects or contrasts with the zeitgeist of American Psychological Association's recent non-discrimination statement on 'transgender' and 'gender variant' individuals. Article records (N = 94) on childhood 'gender identity' and 'expression' published between 1999 and 2008 inclusive were evaluated for two kinds of cisgenderism, the ideology that invalidates or pathologises self-designated genders that contrast with external designations. Misgendering language contradicts children's own gender assignations and was less frequent than pathologising language which constructs children's own gender assignations and expression as disordered. Articles on children's gender identity/expression are increasingly impactful within psychology. Cisgenderism is neither increasing nor decreasing overall. Mental health professionals are more cisgenderist than other authors. Articles by members of an 'invisible college' structured around the most prolific author in this area are more cisgenderist and impactful than other articles. We suggest how authors and editors can implement American Psychological Association policy and change scientific discourse about children's genders.