Trans-athletes in elite sport: inclusion and fairness

2019 ◽  
Vol 3 (6) ◽  
pp. 759-762 ◽  
Author(s):  
Lynley Anderson ◽  
Taryn Knox ◽  
Alison Heather
Keyword(s):  
Gender Identity ◽  
Gender Equality ◽  
Elite Sport ◽  
Male And Female ◽  
Testosterone Levels ◽  
Gender Binary ◽  
Female Physiology

We support gender equality and freedoms in cases in which ‘like equals like’. Such inclusion is central to a progressive society. However, inclusion could potentially conflict with fairness in cases concerning transgendered athletes in elite sport. Accepted science regarding male and female physiology suggests that transwomen have an advantage over their cisgendered counterparts. This advantage stems from relatively high testosterone levels and prior male physiology of transwomen. Conversely, transmen who wish to compete in the men's division may be disadvantaged in comparison with cismen. Hence, while inclusion supports transwomen and transmen competing in the division that matches their gender identity, this may not satisfy the principle of fairness. We reason that transwomen and cismen are not only advantaged, but unfairly advantaged, and propose that the gender binary in elite sport should be replaced with a nuanced algorithm that accounts for both physiological and social parameters. As the algorithm would be applied to all athletes, it would be both inclusive and fair.

scholarly journals Gender Discourses as a ‘Technology of Power’ in Nepalese Primary Level Textbooks

2019 ◽  
Vol 9 ◽  
pp. 129-140
Author(s):  
Pragya Paneru
Keyword(s):  
Gender Equality ◽  
Gender Gap ◽  
Gender Stereotypes ◽  
Developed Countries ◽  
Gender Representations ◽  
Male And Female ◽  
Primary Level ◽  
Gender Binary ◽  
Nutritional Health ◽  
And Gender

 The Gender gap is one of the most prominent problems in the context of Nepal. Even if Nepal constitution promotes gender equality and equity, there is still a huge gap between male and female. Women lag in literary percentage, nutritional health conditions, ownership, and employment opportunities. One of the obstacles in the path of gender equality is our systemic education materials especially our textbooks which reinforce the stereotypical concept of male and female through textbook representations. Researchers have shown that gender stereotypes have been seen in the textbooks of highly developed countries like America, Australia, and Hongkong. In this context, all the compulsory textbooks of grade four and five prescribed by the Curriculum Development Centre in the context of Nepal were observed. In all the books, stereotypical representations of male and female characters were found. Most of the men and women were presented doing conventional gender roles, and male-centered themes are found in the narratives. This research claims that when conventional attitude regarding gender is transferred to young children, it ultimately reproduces similar gendered personalities and helps to maintain the gender gap. This research uses the concept of ‘technology of power’ by Foucault to interpret gender representations in textbooks. A Ccritical Discourse Analysis has been used to analyze the data from textbooks. The findings suggest that there are biased gender representations suggesting stereotypes and gender binary which could potentially affect the learners both male and female as it fosters false knowledge regarding gender and overburdens the male whereas humiliates the females.

Trans Theory and Gender Identity in Education

2021 ◽  
Author(s):  
Alden Jones
Keyword(s):  
Gender Identity ◽  
Social Norm ◽  
Sense Of Self ◽  
Male And Female ◽  
Gender Binary ◽  
The Social ◽  
Educational Spaces ◽  
And Gender ◽  
Binary Gender

Trans theory is a set of ideas, tools, contestations, divergences, and investments in gender(s) in and beyond the gender binary of male and female as it is understood in Western contexts. Gender identity is, in part, an individual’s gendered sense of self. Both transgender theory and gender identity are implicated by and concerned with education given the relative (in)visibility of transgressive or variant genders. Educational spaces are concerned with gender since they are one of many socializing and normalizing structures that seek to instill binary genders. Trans theory and gender identity are understood in educational spaces as additive to the social norm of binary gender, though both the theory and the concept ultimately elucidate the need for a reexamination of what gender is and what it does, as well as to and for whom.

scholarly journals Something’s Got to Give: Reconsidering the Justification for a Gender Divide in Sport

Philosophies ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 23 ◽  
Author(s):  
Andria Bianchi
Keyword(s):  
Gender Identity ◽  
Transgender Women ◽  
Conclusive Evidence ◽  
Competitive Sports ◽  
Male And Female ◽  
Unfair Advantage ◽  
Gender Binary ◽  
Starting Point ◽  
Specific Factors ◽  
Categorization System

The question of whether transgender athletes should be permitted to compete in accordance with their gender identity is an evolving debate. Most competitive sports have male and female categories. One of the primary challenges with this categorization system, however, is that some transgender athletes (and especially transgender women) may be prevented from competing in accordance with their gender identity. The reason for this restriction is because of the idea that transgender women have an unfair advantage over their cisgender counterparts; this is seen as a problem since sports are typically guided a principle called ‘the skill thesis’, which suggests that sports are supposed to determine who is most skillful by maintaining a fair starting point. In this paper, I argue that if the skill thesis ought to be maintained and there continues to exist no conclusive evidence in support of unfair advantages possessed by trans women, then we may want to re-consider the gender binary in sport. Rather than having male/female categories, it may make more sense to categorize athletes based other sport-specific factors (e.g., height, weight, etc.). This may help to maintain the skill thesis while at the same time removing potentially unfair and discriminatory barriers against transgender athletes.

scholarly journals Master Narratives, Gender Identity, Socialization Processes

2019 ◽  
Author(s):  
Kate C. McLean ◽  
Chelsea Fordham ◽  
Samantha Boggs ◽  
Staci Byers ◽  
Kristin Gudbjorg Haraldsson ◽  
...  
Keyword(s):  
Gender Identity ◽  
Life Course ◽  
Gender Equality ◽  
Emerging Adults ◽  
Emerging Adult ◽  
Master Narrative ◽  
Master Narratives ◽  
Men And Women ◽  
Identity Processes ◽  
Personal Experiences

Gender Identity and Master NarrativesThe present studies focused on the role and socialization of biographical master narratives – cultural narratives that prescribe the types and ordering of events that should occur in one’s personal life identity narrative – by focusing on adolescent and emerging adult gender identity development. We employed a combined explanatory and triangulation mixed methods design. Study 1a (n = 414) was a survey study examining the expected biographical master narrative events for men and women, and the content of master narrative deviation and conformity in an emerging adult sample. In Study 1b (n = 14) we interviewed participants from Study 1a about their conformity and deviation narratives, as well as their socialization experiences regarding gendered biographical master narratives. In Study 2 mothers and adolescents (n = 11 pairs), engaged in conversation about expected life course events, as well as a follow-up interview about their conversation. We first found that there are more gender differences in the personal experiences of conformity to and deviation from master narratives compared to the expectations of the life course (Study 1a). Second, deviating is related to more engagement in identity processes (Study 1a). Third, emerging adults report contradictions in retrospective reports of socialization messages regarding expectations (Study 1b), a finding confirmed in a discourse analysis of mothers and their adolescents (Study 2). Overall, across the studies, we see that 1) adolescents and emerging adults are engaged in a delicate balance of negotiating between various cultural and familial messages, as well as personal experiences, about gender identity particularly in regards to gender equality and, 2) there is a complex relation between socialization messages about gender equality that may make some biographical master narratives about the expected life course events for men and women more resistant to change.

Dehumanizing Gender: The Debiasing Effects of Gendering Human-Abstracted Entities

2018 ◽  
Vol 44 (12) ◽  
pp. 1681-1696 ◽  
Author(s):  
Ashley E. Martin ◽  
Michael L. Slepian
Keyword(s):  
Gender Equality ◽  
Gender Stereotyping ◽  
Current Work ◽  
Men And Women ◽  
Male And Female ◽  
Biological Sex ◽  
Masculinity And Femininity ◽  
Potential Benefits ◽  
Novel Model ◽  
Opposing Effect

The propensity to “gender”—or conceptually divide entities by masculinity versus femininity—is pervasive. Such gendering is argued to hinder gender equality, as it reifies the bifurcation of men and women into two unequal categories, leading many to advocate for a “de-gendering movement.” However, gendering is so prevalent that individuals can also gender entities far removed from human sex categories of male and female (i.e., weather, numbers, sounds) due to the conceptual similarities they share with our notions of masculinity and femininity (e.g., tough, tender). While intuition might predict that extending gender to these (human-abstracted) entities only further reinforces stereotypes, the current work presents a novel model and evidence demonstrating the opposing effect. Five studies demonstrate that gendering human-abstracted entities highlights how divorced psychological notions of gender are from biological sex, thereby decreasing gender stereotyping and penalties toward stereotype violators, through reducing essentialist views of gender. Rather than “de-gendering” humans, we demonstrate the potential benefits of “dehumanizing gender.”

Effects of Pretrial Publicity on Male and Female Jurors and Judges in a Mock Rape Trial

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 819-832 ◽  
Author(s):  
Robert G. Riedel
Keyword(s):  
Gender Identity ◽  
Sex Role ◽  
Pretrial Publicity ◽  
Mock Jurors ◽  
Male And Female ◽  
Mode Of Presentation ◽  
Rape Trial ◽  
And Gender

A study explored influence of pretrial publicity and gender identity on verdicts and severity of sentence in a mock rape trial. Mock jurors and judges were exposed to four pretrial publicity conditions before watching a simulated rape trial. After viewing the trial, jurors rendered a verdict (guilty or not guilty) and judges prescribed a sentence. The Bern Sex-role Inventory was used to analyze gender identity and its relation to verdict and sentencing. Verdicts were not influenced by pretrial publicity, but sentencing was more severe following exposure of mock judges to pretrial publicity about a mistaken acquittal and less severe following exposure of these judges to pretrial publicity about a mistaken conviction. Subjects classified by the Bern inventory as feminine or androgynous rendered a verdict of “guilty” more often than subjects classified as masculine or undifferentiated. Men who rendered verdicts of “guilty” had less confidence in their judgments than men who found the defendant “not guilty.” Conversely, women who found the defendant “not guilty” expressed less confidence than women who found the defendant “guilty.” The findings are compared and contrasted with similar studies and discussed in regards to gender identity, subjects’ characteristics, and mode of presentation.

In Favor of the 2019 Equality Act: A Comment on Burt

2021 ◽  
pp. 155708512199133
Author(s):  
Susan Gluck Mezey
Keyword(s):  
Gender Identity ◽  
Gender Equality ◽  
Legal Theory ◽  
Sex Discrimination ◽  
Theory And Practice ◽  
Sex And Gender ◽  
Federal Law ◽  
Biological Sex ◽  
And Gender

There are three reason why I disagree with the author’s premise that 2019 Equality Act disadvantages women by blurring the distinction between sex and gender identity. First, it ignores current legal theory and practice that sex discrimination encompasses gender identity discrimination in federal law; second, it has not made a sufficient case that the Act’s interpretation of sex would harm women; third, it incorrectly assumes gender equality in the workplace can be achieved while sex-segregated spaces remain segregated by biological sex. In sum, revising the Equality Act to exempt women’s spaces would sacrifice the principle of gender equality upon which the Act is based.

“I hunt. He bakes.”: Constructing and Deconstructing Gender Identity in Suzanne Collins’ The Hunger Games Trilogy

2020 ◽  
Vol 10 (1) ◽  
pp. 77
Author(s):  
Rakchuda Thibordee
Keyword(s):  
Gender Identity ◽  
Judith Butler ◽  
Female Characters ◽  
Gender Performativity ◽  
Hunger Games ◽  
Masculinity And Femininity ◽  
Gender Binary ◽  
The Hunger Games ◽  
Female Protagonist ◽  
Katniss Everdeen

This article aims to investigate the construction of the gender identity of the young-adult female protagonist in The Hunger Games trilogy. Through the lens of Judith Butler’s gender performativity, both male and female characters in the trilogy manifest different perspectives of masculinity and femininity through the deconstruction of the gender binary. Similar to the muttation of the mockingjays, the female protagonist hybridizes masculinity and femininity. Katniss Everdeen embraces both masculine and feminine attributes simultaneously, and this adoption promotes an alternative way of performing gender. Gender, hence, becomes a choice for characters to perform to present themselves. In this regard, Judith Butler’s gender performativity is applied to analyze Katniss’s gender identity that deconstructs the ideologies of the traditional gender binary. The adoption of gender performativity may encourage awareness and empowerment of gender equality in the trilogy.

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